In the ever-evolving landscape of medical education, the significance of self-efficacy and motivation among students cannot be overstated. These psychological constructs are increasingly recognized as pivotal in shaping learning outcomes, particularly in high-stakes assessment environments such as Objective Structured Clinical Examinations (OSCEs). A recent qualitative study by Lim, Roberts, Jauhar Ali, and colleagues sheds new light on how medical students perceive their self-efficacy and motivation throughout the sequential OSCE process, offering vital insights for educators aiming to enhance student performance and well-being.
The OSCE is a widely used assessment for evaluating clinical skills in medical education. Its structured format allows for the objective assessment of students’ competencies across various clinical scenarios. However, the pressure associated with this examination format can lead to varying levels of self-efficacy among students, impacting their performance and overall experience. The study illuminates how students interpret their capabilities and motivations in this context, revealing that these perceptions are not only critical to their success but also to their emotional and mental health during this crucial phase of their training.
In this qualitative investigation, the researchers conducted in-depth interviews with medical students who had recently undertaken sequential OSCEs. The findings revealed that self-efficacy is significantly influenced by several factors, including preparation strategies, feedback received from instructors, and peer interactions. Students emphasized the need for ongoing, constructive feedback, which they believed was essential to bolstering their confidence. This suggests that educators should focus on fostering a supportive learning environment that promotes continuous improvement and acknowledges students’ efforts, rather than solely their outcomes.
Moreover, the study highlighted the impact of motivation in sustaining students’ engagement during the OSCE. Students who were intrinsically motivated—those whose drive was fueled by personal satisfaction and a desire to master clinical skills—were found to exhibit higher levels of self-efficacy compared to their extrinsically motivated peers. Those motivated by external factors, such as grades or evaluations, often reported feelings of anxiety, which hampered their performance. This dichotomy underlines the importance of nurturing intrinsic motivation within medical education by aligning learning objectives with students’ personal and professional aspirations.
Another compelling aspect of the research was the emphasis on the sequential nature of the OSCEs. Many students expressed that presenting clinical skills in a continuous format allowed them to build their confidence gradually. Rather than facing a high-pressure examination all at once, the sequential approach helped create a learning trajectory, contributing positively to their perception of self-efficacy. This aspect of the OSCE design may serve as an essential consideration for medical schools looking to adopt or refine their assessment strategies.
The study also documented the communal aspects of learning and how peer support played a role in shaping self-efficacy. Participants frequently spoke about the value of collaborative study groups and practice sessions with peers, which not only enhanced their skills but also bolstered their confidence. Educational institutions could benefit from fostering environments where peer learning is encouraged, thereby allowing students to share knowledge and support each other during challenging assessment periods.
Interestingly, the experience of failure was also discussed in the context of self-efficacy. Students indicated that while encountering difficulties in skill performance could initially diminish their confidence, constructive reflection on these experiences often led to a deeper understanding and improved skills. This finding is particularly valuable for educators, as it suggests that teaching students how to effectively process failures and learn from them can significantly enhance their self-assurance and resilience.
Furthermore, the research pointed to the necessity of incorporating mental health support within medical curricula. Many students reported feelings of stress and anxiety surrounding the OSCEs, which often led to decreased self-efficacy. By prioritizing mental health resources and fostering an understanding of psychological well-being, institutions can create a more conducive environment for student learning and growth. The findings advocate for the integration of wellness programs that can provide valuable coping mechanisms and support systems for students.
Feedback loops emerged as another critical theme in the study. Students expressed that timely, specific feedback was instrumental in helping them gauge their preparation and performance levels. Effective feedback not only affirmed their skills but also directed their focus to areas requiring improvement. Institutions should consider implementing structured feedback tools and processes that encourage open communication between students and instructors, emphasizing the formative role of feedback in the learning cycle.
Moreover, the incorporation of experiential learning opportunities outside the classroom setting was shown to enhance self-efficacy and motivation. Students who engaged in clinical placements or volunteer roles in health services expressed greater confidence in their abilities, attributing this growth to real-world experiences that mirrored OSCE scenarios. This supports the argument for expanding clinical exposure and hands-on activities as essential components of medical education.
The research reinforces the idea that self-efficacy and motivation are not static traits; they can be cultivated and enhanced through intentional educational practices. Therefore, a strategic approach to curriculum design, incorporating elements that promote self-reflection, peer collaboration, continuous feedback, and mental wellness, can significantly enrich the medical educational experience.
As the medical education community seeks to adapt and refine teaching methodologies, this study provides rich insights into the psychological factors that influence learning outcomes. Acknowledging the role of self-efficacy and motivation opens avenues for innovative pedagogies that not only improve academic performance but also foster holistic development among future healthcare professionals.
Ultimately, the findings from Lim and colleagues invite educators to reassess traditional methods of evaluating students. Recognizing the profound impact of psychological factors on student learning enables the implementation of practices that not only assess but also enhance student capabilities. The implications of this research extend beyond individual classrooms, calling for a cultural shift within medical education that prioritizes supportive, adaptive frameworks for nurturing the next generation of healthcare providers.
In this growing field of inquiry into medical education, it becomes increasingly vital to address the intricacies of student experiences during assessments like the OSCE. By fostering environments that understand and nurture self-efficacy and motivation, educational institutions can create exceptional pathways for students to thrive, become resilient professionals, and ultimately provide better care within the healthcare system.
Subject of Research: Understanding students’ self-efficacy and motivation in sequential OSCE.
Article Title: Understanding students’ self-efficacy and motivation in sequential OSCE: a qualitative study.
Article References: Lim, J.J., Roberts, C., Jauhar Ali, S.N. et al. Understanding students’ self-efficacy and motivation in sequential OSCE: a qualitative study. BMC Med Educ 25, 1736 (2025). https://doi.org/10.1186/s12909-025-08301-5
Image Credits: AI Generated
DOI: https://doi.org/10.1186/s12909-025-08301-5
Keywords: self-efficacy, motivation, OSCE, medical education, qualitative study, student experience, peer support, feedback, mental health, experiential learning.
