Dalavaye, Nishaanth, Baskaran, Ravanth, Ng, Wing Chun Vincent, Vyas, Rohan, Leveridge, Becky, Hodgson, Megan, Mukhopadhyay, Srinjay, Peramuna, Gamage M., Somani, Bhaskar and Hassoulas, Athanasios  ORCID: https://orcid.org/0000-0002-1029-1847
2026.
Perceptions from a single virtual near-peer mock SBA examination: a retrospective pre–post study among undergraduate medical students.
Advances in Medical Education and Practice
17
10.2147/AMEP.S558158
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Abstract
Background: Formative mock examinations are increasingly used to help medical students transition from theoretical learning to clinical application. Delivering such assessments through virtual near-peer formats may enhance accessibility and engagement, yet evidence remains limited regarding student perceptions and confidence outcomes. Methods: A single live virtual near-peer mock single-best-answer (SBA) examination was conducted in March 2023 using an interactive polling platform. Senior medical students developed 30 SBA questions aligned with the UK Medical Licensing Assessment content map. Participants completed a post-session questionnaire containing retrospective pre- and post-ratings of confidence and anxiety, and items assessing perceived preparedness, question difficulty, time allocation, and platform usability. Data were analysed using the Wilcoxon signed-rank test and Pearson’s chi-squared test. Results: A total of 198 students participated, with 82.8% from Cardiff University. Median self-reported confidence for sitting final examinations increased from 5 (IQR 4– 6) to 6 (IQR 4– 7) (p < 0.001), while anxiety remained unchanged at 8 (IQR 6– 9) (p = 0.054). Participants rated the mock as moderately beneficial for exam preparation (median 5 [IQR 4– 6]) and judged the 90-second question limit appropriate (median 8 [IQR 7– 10]). Most respondents (65.7%) preferred the live-polling platform for future mock assessments. Conclusion: A single virtual near-peer mock SBA examination was feasible and well received, and was associated with a small but measurable gain in students’ self-reported confidence without a change in anxiety. These findings highlight the value of virtual near-peer formats as accessible formative tools within undergraduate medical education. However, the generalisability of results should be interpreted cautiously given the retrospective pre–post design and sampling concentration.
| Item Type: | Article |
|---|---|
| Date Type: | Publication |
| Status: | Published |
| Schools: | Schools > Medicine |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum |
| Publisher: | Taylor and Francis Group |
| ISSN: | 1179-7258 |
| Date of First Compliant Deposit: | 20 January 2026 |
| Date of Acceptance: | 10 December 2025 |
| Last Modified: | 20 Jan 2026 09:45 |
| URI: | https://orca.cardiff.ac.uk/id/eprint/184029 |
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