. 2021 Oct 6;31(6):1803–1812. doi: 10.1007/s40670-021-01421-9

Table 4.

Major themes and illustrative responses emerging from tutors’ and students’ free-text comments

	Students’ perspectives (representative comments)	Tutors’ perspectives (representative comments)
Areas of concern	Creation of the OSCE case “A lack of knowledge (sometimes due to forgetting the lessons learned) and the need to search the Internet for more information.” (S1) “I had to do some additional research to prepare a relevant clinical case. This exercise helped me to acquire some new knowledge and consolidate several clinical concepts. It is a real “plus” for learning.” (S2) Role of the evaluator: “It was difficult for me to decide whether the task was well conducted and structured.” (S3) “It was difficult for me to evaluate clinical and communication skills at the same time.” (S4)	Creation of the OSCE case: “It would be useful to know beforehand the level of knowledge of the students.” (T1) “It was difficult for me to adapt the content of the OSCE case to the actual level of knowledge of the students.” (T2) “Favorable discussions with these young students… it helps me to create cases in my specialty (neuro-anatomy)” (T3)
Self-reflection on learning	Role of the candidate-physician: “It was stressful for me and I forgot some essential points.” (S5) “It was very instructive and allowed me to get used to clinical reasoning. Feedback received from the tutor helps me to progress.” (S6) Role of the patient: “Playing the role of a patient was very instructive. It helped me to realize that the questions I’m usually asking my patient as a “doctor” are different from those that the patient would ask his/her health provider.” (S7)	Role of the evaluator: “To my question whether the case was difficult, the students answered that it was not difficult, but that the subject had been taught last year and that they had already forgotten the lessons learned.” (T4) “It was difficult for me to evaluate communication skills.” (T5) “I did not have enough time to fill out the checklist and the rating scale and to give feedback to the student” (T6) “I need more training on the use of scoring instruments.” (T7) “More information on the expected level of student performance would be helpful to facilitate an equal evaluation.” (T8)
Experience	“A very pleasant exercise, it was a great way to test my level of knowledge.” (S8) ”The supervision by tutors was very good. Most of them were quite young and they still remember concerns of medical students just starting their clinical clerkship. I appreciate this kind of exercise.” (S9) “I enjoyed the OSCE experience, in particular the exchange with the tutors and the situational exercises.” (S10)	“Very interesting and convivial.” (T9) “It was an enriching experience.” (T10) “The experience, in my opinion, enriching and to be renewed.” (T11) “Willingness of tutors and students to become involved “ (T12)

Students’ perspectives (representative comments)

Tutors’ perspectives (representative comments)

Areas of concern

Creation of the OSCE case

“A lack of knowledge (sometimes due to forgetting the lessons learned) and the need to search the Internet for more information.” (S1)

“I had to do some additional research to prepare a relevant clinical case. This exercise helped me to acquire some new knowledge and consolidate several clinical concepts. It is a real “plus” for learning.” (S2)

Role of the evaluator:

“It was difficult for me to decide whether the task was well conducted and structured.” (S3)

“It was difficult for me to evaluate clinical and communication skills at the same time.” (S4)

Creation of the OSCE case:

“It would be useful to know beforehand the level of knowledge of the students.” (T1)

“It was difficult for me to adapt the content of the OSCE case to the actual level of knowledge of the students.” (T2)

“Favorable discussions with these young students… it helps me to create cases in my specialty (neuro-anatomy)” (T3)

Self-reflection on learning

Role of the candidate-physician:

“It was stressful for me and I forgot some essential points.” (S5)

“It was very instructive and allowed me to get used to clinical reasoning. Feedback received from the tutor helps me to progress.” (S6)

Role of the patient:

“Playing the role of a patient was very instructive. It helped me to realize that the questions I’m usually asking my patient as a “doctor” are different from those that the patient would ask his/her health provider.” (S7)

Role of the evaluator:

“To my question whether the case was difficult, the students answered that it was not difficult, but that the subject had been taught last year and that they had already forgotten the lessons learned.” (T4)

“It was difficult for me to evaluate communication skills.” (T5)

“I did not have enough time to fill out the checklist and the rating scale and to give feedback to the student” (T6)

“I need more training on the use of scoring instruments.” (T7)

“More information on the expected level of student performance would be helpful to facilitate an equal evaluation.” (T8)

Experience

“A very pleasant exercise, it was a great way to test my level of knowledge.” (S8)

”The supervision by tutors was very good. Most of them were quite young and they still remember concerns of medical students just starting their clinical clerkship. I appreciate this kind of exercise.” (S9)

“I enjoyed the OSCE experience, in particular the exchange with the tutors and the situational exercises.” (S10)

“Very interesting and convivial.” (T9)

“It was an enriching experience.” (T10)

“The experience, in my opinion, enriching and to be renewed.” (T11)

“Willingness of tutors and students to become involved “ (T12)

S student, T tutor