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

Purpose/Objectives This study investigated the effect of instructor‐supervised, digitally supported peer role‐play on dental students’ competence in managing local anesthetic systemic emergencies (LASEs). It specifically examined how being assigned to either a feedback‐giving patient role or a feedback‐receiving dentist role influenced self‐assessment accuracy, clinical performance, and documentation quality. Methods Ninety‐nine dental students received standardized training on LASEs—including LAST, methemoglobinemia, and anaphylaxis—comprising 7 h of theory and 10 h of practical simulation using ResusMonitor. Participants were randomly assigned to feedback–receiving dentist (DRP) or feedbackgiving patient role‐play (PRP) groups. Competency was evaluated via a 3‐station OSCE using faculty assessment, self‐assessment, and medicolegal documentation. Reflective feedback was also collected. Results Both groups demonstrated high clinical competence (PRP: 88%; DRP: 83.6%). The PRP group outperformed the DRP group in treatment management and documentation quality ( p < 0.05). Overall, students tended to overestimate their performance, with the exception of treatment scores in the PRP group, where self‐assessments closely matched faculty evaluations. Reflective responses indicated increased confidence, perceived competence, and strong appreciation for the training's realism and instructional quality. Conclusion 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.