Comparative Effects of Tutor-Led and Peer-Assisted Mock Objective Structured Practical Examinations on Academic Performance and Perceptions of Undergraduate Physiology Students: A Mixed-Methods Quasi-Experimental Study

Abstract

Objective: To compare the effects of tutor-led and peer-assisted mock OSPE sessions on academic performance
and student perceptions among undergraduate physiology students.
Study Design: A mixed-method quasi-experimental study.
Place and Duration of Study: The study was carried out in two study blocks (I & II) of the undergraduate MBBS
physiology course at CMH Multan Institute of Medical Sciences, Multan, Pakistan from January 2024 to June
2024.
Methods: The experimental group (N=137) participated in weekly mock Objectively Structured Practical
Examinations in Block II, while the control group (N=137) followed the conventional laboratory practical
routine. Students in the experimental group were further divided into tutor-led (N=67) and peer-assisted
(N=70) mock OSPE sub-groups. Summative OSPE scores of Blocks I and II were compared within and between
groups via Student's t-test. Perceptions of performing students and peer assessors regarding feedback quality
were assessed through questionnaires with Likert-scale items and open-ended questions, with the qualitative
data analyzed thematically.
Results: The introduction of mock OSPE significantly improved the academic performance of the experimental
group in Block II compared to Block I (P<0.001). Also, the experimental group performed significantly better
than the control group in Block II (P<0.001). There was no significant difference in OSPE scores between the
tutor-led and peer-assisted subgroups within the experimental group (P=0.54). Students in the experimental
group reported improved exam preparedness, skill development, and self-reliance with both feedback types,
although tutor-led feedback was associated with higher satisfaction (P=0.02). Peer assessors highlighted the
collaborative learning benefit, though concerns about feedback quality were expressed.
Conclusion: Mock OSPE with formative feedback enhanced academic performance. Peer feedback additionally
promoted collaborative learning and personal growth. Concerns about peer feedback quality highlighted the
need for quality assurance in peer-assisted assessments.

How to cite this: Ikram F, Sheik A, Arshad S, Ameen I, Imtiaz I, Rabbani MA. Comparative Effects of Tutor-Led and Peer-Assisted Mock Objective Structured Practical Examinations on Academic Performance and Perceptions of Undergraduate Physiology Students: A Mixed-Methods Quasi-Experimental Study. Life and Science. 2025; 6(4): 497-503. doi: http://doi.org/10.37185/LnS.1.1.846