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

Çanakkale Onsekiz Mart University98 enrolled

Overview

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.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

SINGLE

Enrollment

Interventions

Digital Interactive Peer SupportBEHAVIORAL

Individually randomized participants receive digital interactive peer support.

Face-to-Face Peer SupportBEHAVIORAL

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

Standard Training (Control)BEHAVIORAL

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

Eligibility

Sex: ALLMin age: 18 YearsHealthy volunteers:

Medical Language ↔ Plain English

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

Outcomes

Primary Outcomes

Objective Structured Clinical Examination (OSCE) Total Score

Assessed using an OSCE comprising standardized stations scored with validated checklists. Total score range \[min-max\] points; higher scores indicate better clinical skill performance. No results or conclusions are included here.

Time frame: Immediately post-intervention

Secondary Outcomes

Reflection Skills Scale Total Score

Assessed using a validated reflection skills instrument \[write the full, unabbreviated scale name\]. Scores range \[min-max\] points; higher scores indicate stronger reflection skills. No results or conclusions are included here.

Time frame: Immediately post-intervention

Retention of Clinical Skills (OSCE Total Score)

Follow-up OSCE total score at the specified time point using the same scoring rubric as the immediate OSCE. Higher scores indicate better performance. No results or conclusions are included here.

Time frame: 8 weeks post-intervention