Résumé
The assessment of medical students is evolving with the reform of the 2nd cycle (R2C) which now integrates the competency-based approach. Objective structured clinical examinations (OSCEs) are a more objective method of assessing student performance than traditional means (MCQs, QROCs, etc.). OSCEs will be offered in the framework of the R2C in two forms: normative OSCEs in the framework of the certificate of clinical competences organised in OSCE circuits and formative OSCEs, formative evaluation tools during the internship and preparation for certificate OSCEs ("mock" OSCEs). Through the implementation of OSCE circuits, the student is evaluated on the basis of his or her performance in a series of simulations. Each station includes a trained examiner and sometimes a standardised patient. The organisation of an OSCE circuit is a complex and rigorous process requiring the establishment of dedicated administrative and teaching teams. An upstream organisation is necessary to ensure quality. With the approach of the national dematerialised examinations which will integrate this new mode of evaluation, we propose a guide to accompany the teachers of general medicine in their implementation.