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Related Experiment Video

Updated: Sep 9, 2025

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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Near-Peer Training: Impact of a Single Session on Students' OSCE Performance.

Andre S Alves1, Victor Taramarcaz1, Bernard Cerutti1

  • 1Unit of Development and Research in Medical Education, Faculty of Medicine, Geneva, Switzerland.

Advances in Medical Education and Practice
|August 28, 2025
PubMed
Summary

A single Near-Peer Training (NPT) session improved overall medical student performance in summative Objective Structured Clinical Examinations (OSCEs). However, the training did not significantly enhance scores in the specific clinical skills that were practiced during the NPT session.

Keywords:
OSCEclinical skillsmedical studentsnear-peertransfer

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Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Undergraduate Medical Training

Background:

  • Near-Peer Training (NPT) is increasingly utilized in medical education to teach clinical and procedural skills.
  • The impact of NPT on clinical practice is typically assessed via Objective Structured Clinical Examinations (OSCEs).
  • The specific effect of a single NPT session on OSCE performance remains largely unexamined.

Purpose of the Study:

  • To evaluate the impact of a single Near-Peer Training (NPT) session on the overall objective performance of medical students in a summative OSCE.
  • To determine if a focused NPT session improves performance in specific clinical skills assessed in the OSCE.

Main Methods:

  • A prospective study involving third-year medical students and student tutors.
  • A two-hour NPT session focused on three system-related clinical situations.
  • Performance was measured using scores from the third-year summative OSCE, comparing participants and non-participants.

Main Results:

  • NPT participants demonstrated significantly higher mean OSCE scores in global assessment, communication, medical history taking, and physical examination compared to non-participants (p<0.0001).
  • No significant improvement was observed in OSCE stations directly related to the specific clinical skills trained during the NPT session (p=0.8428).
  • 210 out of 325 junior students participated in NPT, with 50 tutors involved.

Conclusions:

  • A single NPT session positively impacts general medical student performance in summative OSCEs.
  • The observed performance enhancement appears independent of the specific clinical skills trained in the NPT session.
  • Further research is needed to elucidate the mechanisms driving NPT effectiveness in medical student learning.