Highlights ■ Instrument developed to assess medical students’ perceptions of OSCEs. ■ Evidence of strong validity and excellent internal consistency. ■ Formative and summative OSCE modalities were also assessed. ■ Tool supports educational assessment and feedback in medical education. ABSTRACT Objective: To develop, validate, and apply an instrument aimed at assessing medical students’ perceptions of the impact of an Objective Structured Clinical Examination (OSCE), both in its peer-based formative and traditional summative modalities, on clinical learning. Methods: This study used […]

Highlights ■ Remote team-based learning sessions were conducted during the COVID-19 pandemic, and their grades were not included in the final course grade calculation. ■ Remote team-based learning resulted in lower iRAT grades than in-person team-based learning, independent of the semester. ■ Remote team-based learning resulted in more students failing the test than in-person team-based learning. ■ Remote team-based learning resulted in lower student attendance than in-person team-based learning. ABSTRACT Introduction: The COVID-19 pandemic necessitated a shift from in-person to […]