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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.
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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Near assisted learning group | Experimental | Participants in this arm were supervised by the trained peer-instructors. |
|
| Self directed learning group | No Intervention | Participants in this arm were practicing independently. They were not supervised by any instructors. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Near-assisted learning through trained peers | Behavioral | Students randomly allocated to this group were overseen during sessions by trained peer instructors. |
|
| Measure | Description | Time Frame |
|---|---|---|
| objective structured clinical examination (OSCE) Score | 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 | Less than a month |
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Inclusion Criteria:
Exclusion Criteria:
Only males were recruited, due to sociocultural restrictions in Saudi Arabia
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Sulaiman AlRajhi Colleges | Al Bukairiyah | Al-Qassim Region | 51941, PO Box 777 | Saudi Arabia |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 17978968 | Result | Tolsgaard MG, Gustafsson A, Rasmussen MB, Hoiby P, Muller CG, Ringsted C. Student teachers can be as good as associate professors in teaching clinical skills. Med Teach. 2007 Sep;29(6):553-7. doi: 10.1080/01421590701682550. | |
| 29330977 | Result | Shah I, Mahboob U, Shah S. Effectiveness Of Horizontal Peer-Assisted Learning In Physical Examination Performance. J Ayub Med Coll Abbottabad. 2017 Oct-Dec;29(4):559-565. |
| Label | URL |
|---|---|
| A non-pubmed indexed paper named: Improving Medical Student Confidence in Clinical Skills through a Peer-Facilitated Workshop | View source |
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Might be shared through the university webpage.
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan | Oct 4, 2019 | Nov 10, 2019 | Prot_SAP_000.pdf |
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Randomized single blinded trial
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The OSCE assessors were blinded
| 24325639 | Result | Blank WA, Blankenfeld H, Vogelmann R, Linde K, Schneider A. Can near-peer medical students effectively teach a new curriculum in physical examination? BMC Med Educ. 2013 Dec 11;13:165. doi: 10.1186/1472-6920-13-165. |
| 25404441 | Result | Riaz I. Peer assisted versus expert assisted learning: a comparison of effectiveness in terms of academic scores. J Coll Physicians Surg Pak. 2014 Nov;24(11):825-9. |
| 9484194 | Result | Haist SA, Wilson JF, Brigham NL, Fosson SE, Blue AV. Comparing fourth-year medical students with faculty in the teaching of physical examination skills to first-year students. Acad Med. 1998 Feb;73(2):198-200. doi: 10.1097/00001888-199802000-00020. |
| 17430287 | Result | Field M, Burke JM, McAllister D, Lloyd DM. Peer-assisted learning: a novel approach to clinical skills learning for medical students. Med Educ. 2007 Apr;41(4):411-8. doi: 10.1111/j.1365-2929.2007.02713.x. |
| 26662035 | Result | Tai JH, Canny BJ, Haines TP, Molloy EK. The role of peer-assisted learning in building evaluative judgement: opportunities in clinical medical education. Adv Health Sci Educ Theory Pract. 2016 Aug;21(3):659-76. doi: 10.1007/s10459-015-9659-0. Epub 2015 Dec 12. |
| 26356229 | Result | Liew SC, Sow CF, Sidhu J, Nadarajah VD. The near-peer tutoring programme: embracing the 'doctors-to-teach' philosophy--a comparison of the effects of participation between the senior and junior near-peer tutors. Med Educ Online. 2015 Sep 8;20:27959. doi: 10.3402/meo.v20.27959. eCollection 2015. |
| 26995485 | Result | Tai J, Molloy E, Haines T, Canny B. Same-level peer-assisted learning in medical clinical placements: a narrative systematic review. Med Educ. 2016 Apr;50(4):469-84. doi: 10.1111/medu.12898. |
| 27295403 | Result | Khaw C, Raw L. The outcomes and acceptability of near-peer teaching among medical students in clinical skills. Int J Med Educ. 2016 Jun 12;7:188-94. doi: 10.5116/ijme.5749.7b8b. |
| 30181672 | Result | Cole JD, Ruble MJ, Donnelly J, Groves B. Peer-assisted Learning: Clinical Skills Training for Pharmacy Students. Am J Pharm Educ. 2018 Aug;82(6):6511. doi: 10.5688/ajpe6511. |
| 17978969 | Result | Burke J, Fayaz S, Graham K, Matthew R, Field M. Peer-assisted learning in the acquisition of clinical skills: a supplementary approach to musculoskeletal system training. Med Teach. 2007 Sep;29(6):577-82. doi: 10.1080/01421590701469867. |
| 22471912 | Result | Silbert BI, Lake FR. Peer-assisted learning in teaching clinical examination to junior medical students. Med Teach. 2012;34(5):392-7. doi: 10.3109/0142159X.2012.668240. Epub 2012 Apr 3. |