## Protocol Section
### Identification Module
**NCT ID:** NCT04177979

**Acronym:** SRMC

**Brief Title:** Efficacy of Near-Assisted Learning (NAL) in Improving Students' Objective Structured Clinical Examination (OSCE) Grades

**Official Title:** Efficacy of Near-Assisted Learning (NAL) in Improving Students' OSCE Grades: A Single-Blinded RCT

#### Organization Study ID Info
**ID:** SRMCOSCE
#### Organization
**Class:** OTHER
**Full Name:** Sulaiman AlRajhi Colleges
### Status Module
#### Completion Date
**Date:** 2019-04-30

**Type:** ACTUAL

#### Expanded Access Info
#### Last Update Post Date
**Date:** 2019-11-26

**Type:** ACTUAL

**Last Update Submit Date:** 2019-11-23

**Overall Status:** COMPLETED

#### Primary Completion Date
**Date:** 2019-04-30

**Type:** ACTUAL

#### Start Date
**Date:** 2019-04-06

**Type:** ACTUAL

**Status Verified Date:** 2019-11

#### Study First Post Date
**Date:** 2019-11-26
**Type:** ACTUAL
**Study First Submit Date:** 2019-11-16
**Study First Submit QC Date:** 2019-11-23
### Sponsor Collaborators Module

#### Lead Sponsor

**Class:** OTHER

**Name:** Sulaiman AlRajhi Colleges

#### Responsible Party

**Investigator Affiliation:** Sulaiman AlRajhi Colleges

**Investigator Full Name:** Abdulaziz Alothman

**Investigator Title:** Head of medical education department

**Type:** PRINCIPAL_INVESTIGATOR

### Oversight Module

**Is FDA Regulated Device:** False

**Is FDA Regulated Drug:** False

**Oversight Has DMC:** False

### Description Module

**Brief Summary:** 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.

**Detailed Description:** 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.

### Conditions Module

**Conditions:**

- Cost

- Problem-based Learning

- Peer Group

**Keywords:**

- Near-assisted learning

- Cost

- Education environment

- OSCE

- Problem-based learning

### Design Module

#### Design Info

**Allocation:** RANDOMIZED

**Intervention Model:** PARALLEL

**Intervention Model Description:** Randomized single blinded trial

##### Masking Info

**Masking:** SINGLE

**Masking Description:** The OSCE assessors were blinded

**Who Masked:**

- OUTCOMES_ASSESSOR

**Primary Purpose:** OTHER

#### Enrollment Info

**Count:** 48

**Type:** ACTUAL

**Phases:**

- NA

**Study Type:** INTERVENTIONAL

### Arms Interventions Module

#### Arm Group 1

**Description:** Participants in this arm were supervised by the trained peer-instructors.

**Intervention Names:**

- Behavioral: Near-assisted learning through trained peers

**Label:** Near assisted learning group

**Type:** EXPERIMENTAL

#### Arm Group 2

**Description:** Participants in this arm were practicing independently. They were not supervised by any instructors.

**Label:** Self directed learning group

**Type:** NO_INTERVENTION

### Interventions

#### Intervention 1

**Arm Group Labels:**

- Near assisted learning group

**Description:** Students randomly allocated to this group were overseen during sessions by trained peer instructors.

**Name:** Near-assisted learning through trained peers

**Type:** BEHAVIORAL

### Outcomes Module

#### Primary Outcomes

**Description:** 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

**Measure:** objective structured clinical examination (OSCE) Score

**Time Frame:** Less than a month

### Eligibility Module

**Eligibility Criteria:** Inclusion Criteria:

* 1st year medical students.
* Medical students of Sulaiman Alrajhi Colleges.
* Males.

Exclusion Criteria:

* Students of other academic levels.
* 1st year medical students of other universities.
* Females.

**Gender Based:** True

**Gender Description:** Only males were recruited, due to sociocultural restrictions in Saudi Arabia

**Healthy Volunteers:** True

**Sex:** MALE

**Standard Ages:**

- CHILD

- ADULT

- OLDER_ADULT

### Contacts Locations Module

#### Locations

**Location 1:**

**City:** Al Bukairiyah

**Country:** Saudi Arabia

**Facility:** Sulaiman AlRajhi Colleges

**State:** Qassim

**Zip:** 51941, PO Box 777

### IPD Sharing Statement Module

**Description:** Might be shared through the university webpage.

**IPD Sharing:** NO

### References Module

#### References

**Citation:** 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.

**PMID:** 17978968

**Citation:** 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.

**PMID:** 29330977

**Citation:** 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.

**PMID:** 24325639

**Citation:** 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.

**PMID:** 25404441

**Citation:** 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.

**PMID:** 9484194

**Citation:** 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.

**PMID:** 17430287

**Citation:** 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.

**PMID:** 26662035

**Citation:** 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.

**PMID:** 26356229

**Citation:** 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.

**PMID:** 26995485

**Citation:** 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.

**PMID:** 27295403

**Citation:** 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.

**PMID:** 30181672

**Citation:** 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.

**PMID:** 17978969

**Citation:** 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.

**PMID:** 22471912

#### See Also Links

**Label:** A non-pubmed indexed paper named: Improving Medical Student Confidence in Clinical Skills through a Peer-Facilitated Workshop

**URL:** http://www.semanticscholar.org/paper/Improving-Medical-Student-Confidence-in-Clinical-a-Flynn-Williams/b5b6f1171bbd7c3e5d33ebb9644eb75aaaa5f8d1

## Document Section

### Large Document Module

#### Large Docs

- Date: 2019-10-04

- Filename: Prot_SAP_000.pdf

- Has ICF: False

- Has Protocol: True

- Has SAP: True

- Label: Study Protocol and Statistical Analysis Plan

- Size: 142527

- Type Abbrev: Prot_SAP

- Upload Date: 2019-11-10T13:34

## Derived Section

### Misc Info Module

- Version Holder: 2024-05-24
