M1ündlich – S(t)imulation of competency-oriented learning in physiology

BACKGROUND: Medical students often enter oral exams with insufficient preparation, especially in articulating knowledge under stress. To improve communication and structured answering, we developed a peer-teaching-based exam training simulating oral exams. METHODS: A total of approximately 190 third-semester medical students participated in the study. In groups of five, they alternated between the roles of teacher or learner. They simulated two oral exams under tutor (trained medical students of higher semesters) supervision with a time interval of three months. Each session included extensive structured feedback. This study was designed as a large-scale, curriculum-integrated, quasi-experimental study of a peer-led oral exam training intervention. The Ethics Committee of the Medical Faculty of the University of Duisburg-Essen had approved the study. Participation was voluntary and based on informed consent. RESULTS: PT-BET was associated with increased students' confidence in their own competences during exams and reduced perceived exam stress. After participation students reported higher self-assessment scores, with more students rating themselves higher and fewer reporting poor performance. Stress levels decreased in the second round, with more students experiencing no or only mild stress. Most students appreciated the peer-group format being effective and high numbers planned to include it in their prospective preparation for oral exams. The tutors also noted an improvement after the second round, particularly in terms of the quality of the students' presentations: the depth of information and the structure of the answers had improved considerably. Students' later exam outcomes showed a favorable trend in internal follow-up exams and the oral-practical part of the first section of the German National Medical Licensing Examination (M1). CONCLUSIONS: Peer-based simulation of oral exams may support communication skills and exam awareness while being associated with reduced stress. It offers a valuable complement to the traditional medical curriculum and is easily adaptable to other disciplines.