The Effect of Digital Interactive and Face-to-Face Peer Support on Medical Students' Clinical Skill Performance, Reflection Skills, and Retention of Clinical Skills
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 98
- 试验地点
- 2
- 主要终点
- Objective Structured Clinical Examination (OSCE) Total Score
研究概览
简要总结
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.
详细描述
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.
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
OSCE assessors were blinded to group assignment. Students were instructed not to disclose allocation, and assessment materials contained no arm-specific cues.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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
排除标准
- •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
研究组 & 干预措施
Digital Interactive Peer Support
Structured peer support via an online platform (modules, quizzes, discussion, and peer feedback).
干预措施: Digital Interactive Peer Support (Behavioral)
Face-to-Face Peer Support
Structured in-person peer sessions with guided practice, observation, and formative feedback (fece-to-face)
干预措施: Face-to-Face Peer Support (Behavioral)
Standard Training (Usual Curriculum)
Usual curriculum-based clinical skills training without additional structured peer support.
干预措施: Standard Training (Control) (Behavioral)
结局指标
主要结局
Objective Structured Clinical Examination (OSCE) Total Score
时间窗: 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.
Objective Structured Clinical Examination (OSCE) Total Score
时间窗: 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.
次要结局
- Reflection Skills Scale Total Score(Immediately post-intervention)
- Retention of Clinical Skills (OSCE Total Score)(8 weeks post-intervention)
- Reflection Skills Scale Total Score(Immediately post-intervention)
- Retention of Clinical Skills (OSCE Total Score)(8 weeks post-intervention)
研究者
Mustafa Onur Yurdal
Principal Investigator
Çanakkale Onsekiz Mart University