Presented By: Zakaria Rashid, King's College

Introduction
Objective Structured Clinical Examinations (OSCEs) are vital for assessing clinical competency in medical education. Peer-led teaching has gained prominence as an effective approach. This study examines how a three-month OSCE program with a mock OSCE impacts 3rd year medical students and explores the views of 4th and 5th year medical student educators on skill enhancement. Objective This study aims to understand student perceptions of the OSCE program, including the mock OSCE, and evaluate its effect on the skill development of 4th and 5th year medical student educators. 

Methods 
A structured three-month OSCE program involved 3rd year students in weekly sessions led by 4th and 5th year student educators. It culminated in a one-day mock OSCE for 80 students. Questionnaires captured student opinions on the program and mock OSCE. Simultaneously, 4th and 5th year medical student educators' insights were collected. Data underwent quantitative and qualitative analysis. 

Results 
Among 80 students, 64 responded (response rate: 80%). Most students found the program boosted confidence (78.1%), used effective resources (75%), was well-organized (73.4%), and aligned with their learning needs (71.9%). Educators reported improved teaching abilities (90%) and sharing of clinical insights (80%). Of the students providing OSCE grades (n=33), all scored 66% or higher. 

Conclusions
The study highlights the success of the OSCE program and mock OSCE in positively impacting 3rd year students. The program improved clinical skills and readiness for final exams. Involvement of 4th and 5th year medical student educators demonstrated effective guidance. Peer-led education benefits students and educators alike. Ongoing analysis will illuminate educators' contributions and perspectives.