Efficacy of Near-Assisted Learning (NAL) in Improving Students' Objective Structured Clinical Examination (OSCE) Grades
NCT ID: NCT04177979
Last Updated: 2019-11-26
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
48 participants
INTERVENTIONAL
2019-04-06
2019-04-30
Brief Summary
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
SINGLE
Study Groups
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Near assisted learning group
Participants in this arm were supervised by the trained peer-instructors.
Near-assisted learning through trained peers
Students randomly allocated to this group were overseen during sessions by trained peer instructors.
Self directed learning group
Participants in this arm were practicing independently. They were not supervised by any instructors.
No interventions assigned to this group
Interventions
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Near-assisted learning through trained peers
Students randomly allocated to this group were overseen during sessions by trained peer instructors.
Eligibility Criteria
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Inclusion Criteria
* Medical students of Sulaiman Alrajhi Colleges.
* Males.
Exclusion Criteria
* 1st year medical students of other universities.
* Females.
MALE
Yes
Sponsors
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Sulaiman AlRajhi Colleges
OTHER
Responsible Party
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Abdulaziz Alothman
Head of medical education department
Locations
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Sulaiman AlRajhi Colleges
Al Bukairiyah, Al-Qassim Region, Saudi Arabia
Countries
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References
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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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Provided Documents
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Document Type: Study Protocol and Statistical Analysis Plan
Related Links
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A non-pubmed indexed paper named: Improving Medical Student Confidence in Clinical Skills through a Peer-Facilitated Workshop
Other Identifiers
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SRMCOSCE
Identifier Type: -
Identifier Source: org_study_id
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