K. Gharbi, H. Moustahfid, S. Soukrat, B.A.Yeingue, R. Akka
Journal: Medpeer Publisher
ISSN: 3066-2737
Volume: 3
Issue: 9
Date of Publication: 2026/09/21
The primary goal of undergraduate medical education is to train future physicians who are capable of applying theoretical knowledge to authentic clinical situations. However, clinical teaching remains largely observation-based, which limits the development of clinical reasoning and decision-making skills. Although Objective Structured Clinical Examinations (OSCEs) were initially designed as assessment tools, they are increasingly recognized as effective learning strategies when combined with structured feedback and reflective debriefing. Evidence regarding the educational value of this integrated approach in gastroenterology clerkships remains limited.
Objective
To evaluate the effectiveness of an educational program combining formative OSCEs, structured feedback, and reflective debriefing on the development of clinical reasoning and clinical competencies among undergraduate medical students during a gastroenterology rotation.
Methods
A prospective randomized controlled study was conducted among 40 undergraduate medical students undertaking a gastroenterology clerkship. Participants were randomly assigned to either an intervention group (OSCE + structured feedback + reflective debriefing) or a control group receiving conventional clinical teaching. Clinical competencies were assessed before and after the rotation using a standardized OSCE. The primary outcome was the overall clinical reasoning score. Secondary outcomes included communication skills, physical examination performance, self-confidence, student engagement, and overall satisfaction.
Results
Baseline characteristics and pre-intervention performances were comparable between the two groups. At the end of the clerkship, students in the intervention group achieved significantly higher overall clinical reasoning scores than those in the control group (16.6 vs. 11.4, p < 0.001). They also demonstrated greater self-confidence and reported significantly higher satisfaction with their learning experience.
Objective Structured Clinical Examination; OSCE; formative assessment; structured feedback; reflective debriefing; clinical reasoning; competency-based medical education; undergraduate medical educati
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