Managing OSCE-Related Anxiety in Medical Students Through Adapted Cognitive Behavioral Therapy: A Narrative Review

Introduction: Medical education is academically demanding, especially for first-year students adjusting to new learning environments. The pressure from assessments such as the Objective Structured Clinical Examination (OSCE) often causes significant anxiety. Cognitive Behavioral Therapy (CBT) is increasingly recognized for its effectiveness in reducing anxiety. Although its specific adaptation in medical education, especially OSCE, remains limited. This narrative review aims to explore how adapted CBT may help ease OSCE-related anxiety and support performance among first-year medical students. Methods: Relevant studies were identified through searches in PubMed and Google Scholar using the keywords: (medical student*) AND (anxiety) AND (cognitive behavioral therapy). Included studies were full-text articles written in English or Indonesian and published between 2020 and 2025. These articles were then reviewed to understand the relationship between CBT use, anxiety levels, and OSCE performance. Results: CBT has been found to reduce exam-related anxiety in medical students by addressing negative thought patterns, supporting emotional regulation, and improving problem-solving skills. Interventions such as cognitive restructuring and exposure therapy have been shown to lower fear and boost confidence in OSCE performance. Overall, students who received CBT reported reduced anxiety and better OSCE outcomes than those without such support. Conclusion: Incorporating CBT into the medical curriculum may provide a practical strategy for alleviating OSCE-related anxiety and supporting academic performance. By fostering psychological resilience, such interventions can promote both academic success and emotional well-being. Future research should explore adaptable CBT delivery models that align with students’ needs and institutional settings.