Formative OSCEs were associated with improved performance in subsequent summative OSCEs only for identical stations. They did not improve overall pass rates in summative OSCEs, and did not predict performance well. Students viewed the formative OSCE as a positive and useful activity. However, to maximise its benefit as a tool for learning, students need better communication about the role and purpose of formative OSCEs.
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Chisnall et al. (2015) studied this question.
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