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Background <p>Objective Structured Clinical Examinations (OSCEs) are an increasingly popular method for assessing medical students, aiming to foster a curriculum that emphasizes the development of clinical skills during medical studies. This study aimed to identify the factors influencing student performance in both OSCEs and written exams to better understand students’ needs and refine educational strategies. We hypothesized that the determinants of success may differ between these two modalities, which evaluate partly distinct competencies.</p> Methods <p>A survey was conducted among fifth-year medical students from Université Paris Cité, collecting data on demographics, personal context, educational background, and exam preparation methods. Statistical analyses included univariate and multivariate regression models to examine the association between student characteristics and mean grades in OSCEs and written exams.</p> Results <p>The study involved 441 medical students, of whom 310 were women. Factors independently associated with better grades in written exams included the absence of concurrent professional activity, no previous repetition in the curriculum, regular attendance at faculty theory courses, use of reference textbooks, participation in private training conferences, and higher exposure to OSCEs during hospital rotations. For OSCE performance, better grades were independently associated with the subscription to online exam preparation platforms and attendance at private training conferences.</p> Conclusions <p>Our findings reveal distinct factors influencing success in OSCEs compared to written exams. Targeted educational strategies, like encouraging OSCE practice during hospital rotations and supporting access to training conferences, may benefit students. A comprehensive understanding of student needs should extend beyond refining teaching strategies to include considerations like scholarship eligibility for students balancing professional work with their studies. These insights highlight the need for a holistic approach in medical education, addressing both academic and personal factors to fully support student achievement.</p>

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Factors associated with student success in objective structured clinical examinations and written exams

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月16日

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  • Aurélie Sannier,
  • Guillaume Airagnes,
  • Damien Roux,
  • Alain Cariou,
  • Aurélie Cazes,
  • Viet-Thi Tran,
  • Jennifer Truchot,
  • Martin Flamant,
  • Donia Bouzid,
  • Philippe Ruszniewski,
  • Albert Faye,
  • Natacha Kadlub,
  • Cédric Lemogne

摘要

Background

Objective Structured Clinical Examinations (OSCEs) are an increasingly popular method for assessing medical students, aiming to foster a curriculum that emphasizes the development of clinical skills during medical studies. This study aimed to identify the factors influencing student performance in both OSCEs and written exams to better understand students’ needs and refine educational strategies. We hypothesized that the determinants of success may differ between these two modalities, which evaluate partly distinct competencies.

Methods

A survey was conducted among fifth-year medical students from Université Paris Cité, collecting data on demographics, personal context, educational background, and exam preparation methods. Statistical analyses included univariate and multivariate regression models to examine the association between student characteristics and mean grades in OSCEs and written exams.

Results

The study involved 441 medical students, of whom 310 were women. Factors independently associated with better grades in written exams included the absence of concurrent professional activity, no previous repetition in the curriculum, regular attendance at faculty theory courses, use of reference textbooks, participation in private training conferences, and higher exposure to OSCEs during hospital rotations. For OSCE performance, better grades were independently associated with the subscription to online exam preparation platforms and attendance at private training conferences.

Conclusions

Our findings reveal distinct factors influencing success in OSCEs compared to written exams. Targeted educational strategies, like encouraging OSCE practice during hospital rotations and supporting access to training conferences, may benefit students. A comprehensive understanding of student needs should extend beyond refining teaching strategies to include considerations like scholarship eligibility for students balancing professional work with their studies. These insights highlight the need for a holistic approach in medical education, addressing both academic and personal factors to fully support student achievement.