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.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
SINGLE
Enrollment
48
Students randomly allocated to this group were overseen during sessions by trained peer instructors.
Sulaiman AlRajhi Colleges
Al Bukairiyah, Al-Qassim Region, Saudi Arabia
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
Time frame: Less than a month
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