26isls15 10.3205/26isls15 urn:nbn:de:0183-26isls156 Meeting Abstract Jelen Jelen Ula U

University of Maribor, Faculty of Medicine, Maribor, Slovenia

jelen.ula@gmail.com author Jelen Križovnik Jelen Križovnik Neža N

University of Maribor, Faculty of Medicine, Maribor, Slovenia

author Judar Judar Julia J

University of Maribor, Faculty of Medicine, Maribor, Slovenia

author Bevc Bevc Sebastjan S

University of Maribor, Faculty of Medicine, Maribor, Slovenia University Medical Centre Maribor, Clinic of Internal Medicine, Maribor, Slovenia

author German Medical Science GMS Publishing House

Düsseldorf

610 peer-tutoring OSCE clinical skills 20260507 engl This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). M0648 15 20. Internationales SkillsLab Symposium 2026 Posters 2: Ready to Grow – Innovative Impulse Mannheim 20260312 20260314 26isls15 TextBackground: Practical clinical training is essential in medical education, yet students often report limited opportunities for individualized practice before OSCE examinations and entry into clinical placements. To address this need, structured voluntary follow-up sessions were introduced for third-year medical students to complement the mandatory peer-tutoring curriculum.Description of the project: To supplement the compulsory curriculum, structured voluntary follow-up sessions were offered after students had completed all standard OSCE-related modules, including history taking and physical examination of major organ systems. The sessions were conducted in small groups and guided by trained peer tutors. Students were encouraged to identify specific clinical skills or examination steps they found challenging and to practice these in a supportive environment. Tutors provided individualized guidance, answered questions, and adapted the content flexibly according to participants’ learning needs. A second round of voluntary sessions was offered shortly before the practical OSCE examination, again allowing students to revisit examination domains, practice selected skills, and clarify remaining uncertainties.Evaluation: Evaluation was based on descriptive course feedback from participating students. In these evaluations, students reported that they perceived the follow-up sessions as helpful and experienced increased confidence in performing clinical skills. They particularly valued the opportunity for individualized practice, focused repetition of challenging examination steps, and direct interaction with tutors in a low-pressure learning environment.Conclusion: Voluntary follow-up sessions represent a feasible and well-accepted educational supplement to the mandatory peer-tutoring curriculum. By providing structured yet flexible opportunities for learner-directed practice, the sessions address individual training needs that may not be fully met within standardized teaching formats.Outlook: Based on positive participant feedback, integrating similar follow-up sessions more formally into the clinical curriculum may be considered. Future systematic evaluation could further explore their role in supporting clinical skills development.Competing interests: The authors declare that they have no competing interests. 0 0 0 0