Effect of Digital Interactive and Face-to-Face Peer Support on Medical Students' Clinical Skill Performance, Reflection Skills, and Retention of Clinical Skills

Not Applicable

Completed

• Conditions: Clinical Skills Education; Peer Support Interventions; Medical Students; Objective Structured Clinical Examination; Clinical Competence; Education, Medical, Undergraduate; Students, Medical; Social Support

• Registration Number: NCT07186569
• Lead Sponsor: Çanakkale Onsekiz Mart University

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.

Study Timeline

• Study Start: 2025-02-24
• Primary Completion: 2025-05-07
• Status Verified: 2025-09
• Study Completion: 2025-09-01
• Study First Submitted: 2025-09-16
• Study First Submitted QC: 2025-09-16
• Last Update Submitted: 2025-09-16
• Study First Posted: 2025-09-22
• Last Update Posted: 2025-09-22

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 98

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

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
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 Outcome Measures

Name	Time	Method
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.

Trial Locations

Locations (1)

Faculty of Medicine; Çanakkale, Center, Turkey (Türkiye)