Preparedness and performance in pediatric assessment: linking OSCE, written exams, and training exposure in a two-year comparative study of medical students

Abstract Background Objective structured clinical examinations (OSCEs) have recently been integrated as one of the academic assessment tools for French undergraduate medical students. Data are scarce regarding the correlation between OSCE (practical skills) and written examination (pure knowledge) scores, especially in pediatrics. We mainly sought to 1) measure the correlation between pediatric OSCE and written examination scores in undergraduate medical students, and 2) assess student perceptions of the OSCE experience. Methods This was a single-center retrospective analysis of two consecutive classes of fifth-year medical students, university years 2021 (class 1, n=345) and 2022 (class 2, n=492). Both raw and weighted (individual student score/mean class score) formative OSCE and written examination scores were collected, and correlations were tested (Spearman rank tests). Student perceptions regarding OSCE preparation and performance were evaluated through an anonymous online survey (n=289 answers). Results We evidenced significant but weak correlations between OSCE and written examination scores (weighted scores, Class 1: rho=0.29, p<0.001, Class 2: rho=0.21, p<0.001). Only 45.3% of students who scored above the 66th percentile in written examinations also scored above the 66th percentile in the OSCEs. Students who had prior OSCE exposure during informal training while on placements reported feeling better prepared for this type of assessment. Conclusions Weak correlation existed between pediatric formative OSCE scores and written examination performance. Exposing students regularly to formative OSCEs made them feel better prepared, with a likely positive impact on anxiety related to this mode of assessment. Trial registration N/A