Efficacy of Near-Assisted Learning (NAL) in Improving Students' OSCE Grades: A Single-Blinded RCT
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 48
- 试验地点
- 1
- 主要终点
- objective structured clinical examination (OSCE) Score
研究概览
简要总结
This study aims to evaluate the impact of near-assisted learning (NAL) on first-year medical students' objective structured clinical examination (OSCE) grades in a problem-based learning (PBL) environment.
详细描述
In this randomized controlled trial, 1st year medical students were recruited in the study along with selected highly-performing, trained peer-instructors. The participants were randomly allocated to two groups, an intervention group supervised by the instructors and the control group that had to practice independently. They would attend OSCE sessions and had their performance evaluated, later on, in an exam. In addition to comparing their performance with each other, scores of the previous batch were considered in the comparison.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
盲法说明
The OSCE assessors were blinded
入排标准
- 性别
- Male
- 接受健康志愿者
- 是
入选标准
- •1st year medical students.
- •Medical students of Sulaiman Alrajhi Colleges.
排除标准
- •Students of other academic levels.
- •1st year medical students of other universities.
研究组 & 干预措施
Near assisted learning group
Participants in this arm were supervised by the trained peer-instructors.
干预措施: Near-assisted learning through trained peers (Behavioral)
Self directed learning group
Participants in this arm were practicing independently. They were not supervised by any instructors.
结局指标
主要结局
objective structured clinical examination (OSCE) Score
时间窗: Less than a month
After the sessions, the study sample participated in the final osce exam. Their scores were compared. The minimum value was 0 while the maximum value was 100. The higher the score the better students had performed
次要结局
未报告次要终点
研究者
Abdulaziz Alothman
Head of medical education department
Sulaiman AlRajhi Colleges