Understanding students’ self-efficacy and motivation in sequential OSCE: a qualitative study
Jun Jie Lim, Chris Roberts, Shareen Nisha Jauhar Ali, Paul Collini, Amir Burney, Dyfrig Hughes · 2025
Read Understanding students’ self-efficacy and motivation in sequential OSCE: a qualitative study by Jun Jie Lim, Chris Roberts, Shareen Nisha Jauhar Ali, Paul Collini, Amir Burney, Dyfrig Hughes (2025) in the Tower of Babel, a free online library of public-domain works preserved in clean, searchable text. No sign-up. The full text is served as a plain-text file at a predictable URL, where text is present: https://antarctic-labs.com/tower-of-babel/pmc-12751480.txt.
Description
Jun Jie Lim and co-authors explore how medical students feel about a two-stage clinical exam in a 2025 paper. In the sequential format, all students first sit a shorter screening exam. Only those below the pass line sit a second, confirming exam. The design saves resources and sorts borderline cases well, but how students experience it was little known.
The team interviewed twenty-two students after two full exam rounds. Students drew confidence from practice chances, watching peers and seniors, kind words, clear communication, and well-spaced tests. Doubt about the format, unclear pass marks, slow feedback, and thin support dragged confidence down. Those who saw the exam as a growth chance stayed motivated, while those who saw it as punishment grew anxious. The authors note a paradox: high pass rates beside lasting stress.
Catalog record
| CREATOR | Jun Jie Lim, Chris Roberts, Shareen Nisha Jauhar Ali, Paul Collini, Amir Burney, Dyfrig Hughes |
|---|---|
| YEAR | 2025 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 68 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |