The nature of marking and rating in OSCEs is such that any examiner, who has been trained, can assess a station. Bucknall et al. (2007) have shown that peer assessment has a high correlation with the faculty assessment of Basic Life Support (BLS) in healthcare students. We took a cohort of undergraduate medical students sitting a formative OSCE (November 2011) and looked at the BLS station. Candidates were assessed by two independent OSCE assessors: a staff and a student assessor. Prior to the assessment, both assessors underwent separate but identical training specific to the station. All assessors remained blind to each other's marking and rating with resultant data assessed for differences within and between assessor groups.
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