 Aim: To evaluate the effect of near-peer teaching program of OSPE (Objective Structured Practical Examination) in dental students.  Introduction: Throughout centuries, teaching has been a concrete base for learning and persuading education. Technology lead to the use of projectors along with chalk and board, although “Peer Teaching” method has been used for decades it was not until recently considered as a standard method of teaching. Using peer teaching as a method of teaching and OSPE as a method for evaluation can prove to be more beneficial to the learners as well as to the educators, thus improving their skills.  Methodology: The sample size were 80 students out of which 40 second-year undergraduate dental students were taught by 40 near peer teachers i.e. the third-year undergraduate students by one to one interaction that is in the ratio 1:1 for implementation on OSPE.  Results: The results found in the study after evaluating 15 questions were more promotive towards implementing near peer teaching as a teaching modality for OSPE.  Discussion: Our study encourages new interactive teaching method where every student was given enough importance which improves the communication, reduces the fear and anxiety experienced by the students when approaching the staff for the clarification of doubts. The comparison along with other studies could be definitively evaluated.  Conclusion: Through our results, we can conclude that though conventional teaching and examination are the most commonly employed methods, teaching by a near peer teacher in one to one interaction and evaluation of the practical skills by the method of OSPE can improvise and give much better results.

Keywords : OSPE, Peer Teaching, Undergraduate, Dental Students, Third-Year, Second-Year, Practical Skills, Thought Bubble Concept.