Clinical Competence, Clinical Skills Education, Education, Medical, Undergraduate, Medical Students, Objective Structured Clinical Examination, Peer Support Interventions, Social Support, Students, Medical
Conditions
Keywords
Peer support, Digital learning, Face-to-face learning, OSCE, Reflection, Skill retention, Medical students, Clinical skills, Randomized Controlled trial
Brief summary
This randomized educational trial compares two peer-support approaches for teaching clinical skills to medical students. Participants are randomly assigned to one of three groups: (1) Digital interactive peer support delivered through an online platform with structured tasks and feedback; (2) Face-to-face peer support delivered in small group sessions with guided practice; or (3) Standard training according to the usual curriculum. All participants complete an objective structured clinical examination (OSCE) immediately after training, and complete a validated questionnaire to assess reflection skills. A follow-up OSCE is administered to evaluate retention of clinical skills. There is no drug or device involved and risks are minimal.
Detailed description
Design: Interventional, randomized, parallel-assignment trial with three arms (digital interactive peer support, face-to-face peer support, standard training). Allocation is approximately equal across arms; masking is not used. Setting and participants: Medical students who meet eligibility criteria at a university clinical skills program. Participants provide informed consent prior to enrollment. Interventions: * Digital interactive peer support - structured peer learning via an online platform (e.g., modules, quizzes, discussion, and peer feedback). * Face-to-face peer support - structured in-person peer sessions with guided practice, observation, and formative feedback. * Standard training - the usual curriculum without additional structured peer-support. Assessments and timing: A baseline checklist may be collected as part of routine instruction. Primary endpoint is the OSCE total score obtained immediately post-intervention.
Interventions
BEHAVIORALDigital Interactive Peer Support
Individually randomized participants receive digital interactive peer support.
BEHAVIORALFace-to-Face Peer Support
Individually randomized participants receive face-to-face peer support.
BEHAVIORALStandard Training (Control)
Standard Training (Usual Curriculum)-Participants receive usual curriculum-based training without structured peer support.
Sponsors
Çanakkale Onsekiz Mart University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Masking description
OSCE assessors were blinded to group assignment. Students were instructed not to disclose allocation, and assessment materials contained no arm-specific cues.
Intervention model description
Individually randomized, parallel-group, three-arm educational trial. Participants are allocated in a 1:1:1 ratio to: (A) Digital Interactive Peer Support, (B) Face-to-Face Peer Support, or (C) Standard Training (control). Interventions are delivered during the clinical skills course; there is no masking. Outcomes are assessed immediately post-intervention, with a follow-up assessment to evaluate retention at a predefined interval.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Enrolled medical students \[1st year\] * Age ≥18 years and able to provide informed consent * Sufficient proficiency in the language of instruction * Access to the digital platform (for the digital arm) * Availability for post-intervention and follow-up assessments
Exclusion criteria
* Prior formal certification or extensive training in the targeted clinical skills * Inability to attend scheduled peer-support sessions (digital or face-to-face) * Conditions that would prevent participation in OSCE/assessment procedures
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Objective Structured Clinical Examination (OSCE) Total Score | Immediately post-intervention | Assessed using an OSCE comprising standardized stations scored with validated checklists. Total score range \[min-max\] points; higher scores indicate better clinical skill performance. No results or conclusions are included here. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Reflection Skills Scale Total Score | Immediately post-intervention | Assessed using a validated reflection skills instrument \[write the full, unabbreviated scale name\]. Scores range \[min-max\] points; higher scores indicate stronger reflection skills. No results or conclusions are included here. |
| Retention of Clinical Skills (OSCE Total Score) | 8 weeks post-intervention | Follow-up OSCE total score at the specified time point using the same scoring rubric as the immediate OSCE. Higher scores indicate better performance. No results or conclusions are included here. |
Countries
Turkey (Türkiye)
Outcome results
None listed