What does this research mean for the field?

A train-the-trainer pedagogical workshop significantly improves educators' knowledge of Objective Structured Clinical Examination (OSCE) principles and yields high participant satisfaction. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

This study evaluates a training workshop's effectiveness in enhancing educators' knowledge about OSCE and overall satisfaction.

June 1, 2026Cureus0 citationsOpen Access

Effectiveness of a Train-the-Trainer Pedagogical Pilot Workshop in Improving Educators’ Knowledge and Competency in Objective Structured Clinical Examination Implementation

AAAsma Ben Amor HFHassan Farhat AAAmina Aounallah

Key Points

This study evaluates a training workshop's effectiveness in enhancing educators' knowledge about OSCE and overall satisfaction.
Single-group pre- and post-interventional design involving 20 educators
Assessment with 24 multiple-choice questions on OSCE principles and satisfaction survey
Statistical analyses using multivariate linear regression and correlation measures.
Mean knowledge scores increased from 10.27/20 to 17.27/20 after training (p < 0.05)
Pass rates improved from 55% pre-training to 100% post-training
Strong correlations between training satisfaction and factors like trainer approachability (β = 0.38, p < 0.05).

Abstract

Background: The Objective Structured Clinical Examination (OSCE) was implemented at the School of Health Sciences and Technologies of Sousse, Tunisia, without prior educator training, raising concerns regarding assessment quality and stakeholder satisfaction. This study evaluated the effectiveness of a pedagogical pilot training workshop in improving educators’ knowledge of OSCE principles and their satisfaction with the intervention. Methodology: This single-group pre- and post-interventional study involved 20 of 30 invited educators (participation rate: 20/30, 66.7%) who completed pre- and post-training knowledge assessments comprising 24 multiple-choice questions covering OSCE domains, competencies, reliability measures, and station design. All 20 participants (20/20, 100%) completed a 24-item satisfaction survey after the training. Descriptive analyses, Shewhart control charts, boxplots, Spearman rank correlations, and multivariate linear regression were employed. Results: Among the 20 participants, mean knowledge scores increased significantly from 10.27/20 (SD = 3.81) before training to 17.27/20 (SD = 2.12) after training, with pass rates improving from 11/20 (55%) to 20/20 (100%). Perfect post-training scores (20/20, 100%) were achieved in foundational domains (OSCE domains assessed, competencies, and validity recommendations). Satisfaction analysis revealed strong associations between organizational aspects, pedagogical quality, and general appreciation and global satisfaction (r = 0.70-0.94, p < 0.05). Multivariate regression identified three key predictive factors: learning atmosphere (β = 0.25), room comfort (β = 0.21), and trainer approachability (β = 0.38). Conclusions: The train-the-trainer pilot workshop represents an effective continuing medical education strategy for healthcare professionals. The intervention successfully addressed educators’ knowledge deficits while maintaining high satisfaction across demographic groups, supporting institutional implementation across diverse healthcare education contexts.

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