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Completed

NCT Number: NCT07186569

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

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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Key information

Conditions

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

Age range

18 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Faculty of Medicine

Çanakkale, Center, 17020, Turkey (Türkiye)

About this study

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.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

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

Treatment and study plan

Digital Interactive Peer Support

Behavioral

Individually randomized participants receive digital interactive peer support.

Face-to-Face Peer Support

Behavioral

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.

Primary outcomes

  1. Objective Structured Clinical Examination (OSCE) Total Score

    Time frame: Immediately post-intervention

    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.

Secondary outcomes

  1. Reflection Skills Scale Total Score

    Time frame: Immediately post-intervention

    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.

  2. Retention of Clinical Skills (OSCE Total Score)

    Time frame: 8 weeks post-intervention

    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.

Sponsors and collaborators

Lead sponsor

Çanakkale Onsekiz Mart University

Other

Registry information

Official study title

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

Important dates

Study start
2025
Primary completion
2025
Study completion
2025
First posted
Sep 22, 2025
Registry last updated
Sep 22, 2025

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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