Effect of Digital Interactive and Face-to-Face Peer Support on Medical Students' Clinical Skill Performance, Reflection Skills, and Retention of Clinical Skills

Study Results

Results pending

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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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

98 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-02-24

Study Completion Date

2025-09-01

Brief Summary

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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.

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Detailed Description

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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.

Conditions

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Clinical Skills Education Peer Support Interventions Medical Students Objective Structured Clinical Examination Clinical Competence Education, Medical, Undergraduate Students, Medical Social Support

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Individually randomized, parallel-group, three-arm educational trial. Participants are allocated in a 1:1:1 ratio to: (A) Digital Interactive Peer Support, (B) Face-to-Face Peer Support, or (C) Standard Training (control). Interventions are delivered during the clinical skills course; there is no masking. Outcomes are assessed immediately post-intervention, with a follow-up assessment to evaluate retention at a predefined interval.

Primary Study Purpose

OTHER

Blinding Strategy

SINGLE

Outcome Assessors

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

Study Groups

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Digital Interactive Peer Support

Structured peer support via an online platform (modules, quizzes, discussion, and peer feedback).

Group Type EXPERIMENTAL

Digital Interactive Peer Support

Intervention Type BEHAVIORAL

Individually randomized participants receive digital interactive peer support.

Face-to-Face Peer Support

Structured in-person peer sessions with guided practice, observation, and formative feedback (fece-to-face)

Group Type EXPERIMENTAL

Face-to-Face Peer Support

Intervention Type BEHAVIORAL

Individually randomized participants receive face-to-face peer support.

Standard Training (Usual Curriculum)

Usual curriculum-based clinical skills training without additional structured peer support.

Group Type ACTIVE_COMPARATOR

Standard Training (Control)

Intervention Type BEHAVIORAL

Standard Training (Usual Curriculum)-Participants receive usual curriculum-based training without structured peer support.

Interventions

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Digital Interactive Peer Support

Individually randomized participants receive digital interactive peer support.

Intervention Type BEHAVIORAL

Face-to-Face Peer Support

Individually randomized participants receive face-to-face peer support.

Intervention Type BEHAVIORAL

Standard Training (Control)

Standard Training (Usual Curriculum)-Participants receive usual curriculum-based training without structured peer support.

Intervention Type BEHAVIORAL

Eligibility Criteria

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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

Minimum Eligible Age

18 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes