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Objectives To assess the impact of teaching methods on skill acquisition in medical students, using an objective structured clinical examination (OSCE). Methods A study of medical students in France who received training in hyponatremia through lectures, interactive teaching, or reverse OSCE. Assessment of skills and knowledge using an evaluative OSCE. Results Among 77 students, the mean score ± standard deviation on the OSCE was 55 ± 15 points (2.5–90/100). Students using reverse OSCE as a teaching method scored significantly lower on both the test and the overall evaluation. However, this method was still preferred, even after adjusting for the year of study. A significant correlation between self-evaluation and test results was observed. Most students felt that the OSCE evaluation allowed them to measure their level of learning. Conclusion OSCE is a popular assessment method among medical students. However, reverse OSCE was not associated with improved results at evaluation, although a possible bias due to the center effect should be acknowledged.