Understanding students' self-efficacy and motivation in sequential OSCE: a qualitative study.

ABSTRACT:

Background

With the introduction of the UK Medical Licensing Assessment (UKMLA), many medical schools have adopted a sequential Objective Structured Clinical Examination (OSCE) format to evaluate clinical competence more efficiently. Sequential testing was designed to improve diagnostic accuracy and maximise the effectiveness of testing resources by administering a relatively shorter screening test for all students, followed by a confirmation test only for students who did not meet the passing threshold of the first test. While its psychometric robustness is well established, little is known about how students experience and interpret this assessment format. This study explores how psychological and contextual factors shape students' self-efficacy, motivation and engagement within

SUBMITTER: Lim JJ 

PROVIDER: S-EPMC12751480 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature