Abstract: Assessment drives education programmes. Objective Structured Clinical Examination(OSCE) assesses clinical competencies more efficiently than MCQ or essay questions. However OSCE demand intensive preparation, logistics and resource input. Senior medical students were recruited as assessors for the formative OSCE conducted after the introductory clinical appointment. Feedback of participating students was considered vital to evaluate the OSCE. The objective is to evaluate perceptions of 3rd year medical students undergoing and OSCE regarding fairness, suitability, acceptability and comprehensiveness when senior medical students assess and role-playas simulated patients. Fourteen stations OSCE for the 3rd years medical students was developed by senior academics of all clinical departments. Final year (5th Year) students were trained to perform as simulated patients and assessors. The entire batch of third year medical students was given a pre tested self-administered questionnaire within two weeks of completion of the OSCE. The questionnaire was designed with adaptations from a similar study done by Russell B Pierre et al. Majority of students felt that the OSCE was fair (87.5%), comprehensive (78%), motivate learning (88%)and gives an opportunity to identify their weaknesses (72%). However 38% found it a very stressful experience and 38% of students felt that having senior students as simulated patients hindered their performance. On a par with the Jamaican students, our students also felt that the OSCE was fair and comprehensive. Compared to 67% of Jamaican students, only 38% of our students found the OSCE very stressful. Reasons for reported concern about senior students’ performing as simulated patients by some students should evaluated further in order to make use of advantages of senior students involvement in OSCE. Our students reiterated fairness, suitability, acceptability and comprehensiveness of OSCE as a method of assessment. Careful planning should foster students’ acceptance of senior students as assessors. The faculty should use OSCE more often in evaluating students.