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.

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.

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

No plan to share individual participant data. This study involves educational records and student assessment data; consent did not include external data sharing. Aggregate (de-identified) results will be available in publications.

OSCE assessors were blinded to group assignment. Students were instructed not to disclose allocation, and assessment materials contained no arm-specific cues.