Individual versus group feedback in a peer-led mock OSCE: a randomised pilot study of medical students’ confidence, anxiety and perceived feedback quality

Abstract Background Objective Structured Clinical Examinations (OSCEs) are a core component of medical education, providing opportunities for both assessment and learning when combined with effective feedback. While feedback is known to support performance and development, there is limited research comparing different feedback formats in peer-led OSCE settings. Therefore, this study aimed to evaluate the impact of individual and group feedback on medical students’ confidence, anxiety, and perceived feedback quality. Methods A pilot study was conducted among third-year medical students participating in a peer-led mock OSCE. Participants were randomly allocated to receive either individual feedback after each station or group feedback at the end of the OSCE circuit in small groups. Self-reported confidence (5-point Likert scale) and anxiety (10-point visual analogue scale) were measured immediately before the OSCE and immediately after feedback. Perceived feedback quality and evaluation of the OSCE setup were assessed after feedback, both using Likert-scale questionnaires. Quantitative data were summarised using medians and interquartile ranges. Within-group changes in confidence and anxiety scores were assessed using the Wilcoxon signed-rank test, while between-group comparisons were performed using the Mann–Whitney U test. Qualitative data were analysed using thematic analysis. Results Twenty students participated (individual n = 9; group n = 11). Confidence increased and anxiety decreased in both groups. Median confidence increased from 2 to 4 ( p = 0.007) in the individual feedback arm and from 3 to 4 ( p = 0.009) in the group feedback arm. Median anxiety decreased from 8 to 4 in the individual feedback arm ( p = 0.027) and from 7 to 5 in the group feedback arm ( p = 0.036). Individual feedback was rated more highly in terms of clarity, specificity, and overall usefulness. Qualitative findings highlighted a preference for personalised feedback, while also recognising the benefits of group discussion. Conclusions Both feedback formats were likely to be associated with improved confidence and reduced anxiety; however, individual feedback was perceived as higher quality and may better support anxiety reduction. A hybrid approach incorporating elements of both individual and group feedback may optimise the educational value of feedback following an OSCE.