289 Improving Surgical Education Through Repeated Mock OSCEs: A Peer-Led Simulation Model to Promote Equity and Exam Preparedness

Abstract Aim Surgical placements often challenge medical students in applying theory to clinical contexts. To support confidence, preparedness, and equitable access, we developed a recurring peer-led mock OSCE course at a tertiary teaching hospital. Method Seven surgical OSCEs were run over 10 months, involving 116 third- and fourth-year medical students. Each session included four simulated stations covering common surgical presentations. Students rotated through the roles of ‘student’ and ‘examiner’, fostering collaborative learning. Anonymous online feedback was collected after each session. Results Quantitative feedback was highly positive: 90% agreed the session was well-organised. 85% felt it matched their training level. 75% strongly agreed it addressed key learning outcomes. 70% strongly agreed it improved their understanding. Qualitative comments commented on the structure and learning environment: “Relaxed environment, helpful feedback.” “Good range of practice from history, examinations and investigations.” “Interesting cases that made me think laterally.” Suggestions included more stations to practice on, better quality of x-rays, and clocks to help keep time. Conclusions This peer-led OSCE model offers a low-cost, low-administrative, and easily replicable alternative to traditional surgical teaching. Its repeated format ensured equitable access for all students across placements. The course was especially useful for exam preparation, serving as a structured revision target. By engaging students in both learning and teaching roles, this model enhances clinical reasoning, confidence, and accessibility, making it a valuable adjunct in surgical education.