RESEARCH ARTICLE: Peer marking of OSCEs within a UK pharmacy undergraduate programme - student views

Authors

DOI:

https://doi.org/10.46542/pe.2021.211.7382

Keywords:

Formative, Near-peer, OSCEs, Peer marking, Pharmacy student

Abstract

Objective: Objective Structured Clinical Examinations (OSCEs) assess competencies in undergraduate pharmacy students. Students in senior years marked those in the year below during a formative OSCE.    

Method: The study explored the views of students who marked and had been marked by peers via an online survey. Ethical approval was obtained.

Results: 115 (36%) of markers and 114 (35%) of those who were marked responded. Most students who were marked agreed that it was a positive experience and were comfortable receiving feedback from their peers; there were varied views on student marker consistency and how they were not equivalent to staff markers. Student markers felt prepared and confident giving feedback and marks. Markers felt it was a beneficial experience. Working collaboratively with another marker and assessing more than one student was valuable to allow discussion and inform their own OSCE. 

Conclusion: Overall, students supported this initiative, which has now been embedded into the undergraduate programme.

Author Biographies

Rhian Deslandes, Cardiff University, United Kingdom

School of Pharmacy and Pharmaceutical Sciences

Louise Hughes, Cardiff University, United Kingdom

School of Pharmacy and Pharmaceutical Sciences

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Published

10/06/2021

Issue

Section

Research Article