Mastering OSCE Competencies Through Peer Role‐Play and Bidirectional Feedback: Empowering Self‐Assessment and Documentation in LA Emergencies

Instructor-supervised, digitally enhanced peer role-play significantly improved dental students' clinical competence and documentation in managing LASEs. Notably, students in the feedback-giving patient role outperformed peers in treatment management and medicolegal documentation. Acting as a feedback provider promoted evaluative judgment and cognitive engagement at least as effectively as receiving feedback. Embedding structured, feedback-rich simulations into dental curricula fosters reflective learning and may strengthen students' preparedness for managing clinical emergencies. Multicenter, longitudinal research is recommended to confirm and extend these findings.