Trial reportInternational journal of medical education2019
Evaluation of the role of near-peer teaching in critical appraisal skills learning: a randomized crossover trial.
Trial report in International journal of medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers, 3 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
21 citing papers in PubMed, 3 syntheses or guidelines pooled it.
- Pooled it
- Methods of teaching evidence-based practice: a systematic review.BMC medical education · 2022Pooled it
- A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education.BMC medical education · 2022Pooled it
- Virtual auscultation course via video chat in times of COVID-19 improves cardiac auscultation skills compared to literature self-study in third-year medical students: a prospective randomized controlled cross-over study.GMS journal for medical education · 2022Trial
- Physiotherapists' Use of Web-Based Information Resources to Fulfill Their Information Needs During a Theoretical Examination: Randomized Crossover Trial.Journal of medical Internet research · 2020Trial
- Exploring Medical Students' Perceptions of Near-peer Teaching in Musculoskeletal OSCE Preparation.Medical science educator · 2026Article
- Peer‑led bioethics education in clinical rotations: Three generalisable lessons from a CFIR‑informed implementation case study.PloS one · 2026Article
- Review
- Empowering the future: improving community wellbeing and health literacy through outreach and service-learning.Frontiers in public health · 2024Article
- Evidence-based practice confidence and behavior throughout the curriculum of four physical therapy education programs: a longitudinal study.BMC medical education · 2023Article
- Peer-Led Versus Conventional Teacher-Led Methodological Research Education Sessions: An Initiative to Improve Medical Education Research Teaching.Medical science educator · 2023Article
- Experience of enhanced near-peer support for new medical graduates of an Irish university: a phenomenological study.BMJ open · 2023Article
- Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review.BMC medical education · 2022Article
- Effectiveness of Near-Peer Versus Faculty Point-of-Care Ultrasound Instruction to Third-Year Medical Students.POCUS journal · 2022Article
- Near-Peer Tutor: A Solution For Quality Medical Education in Faculty Constraint Setting.Cureus · 2021Review
- Peer-Developed Modules on Basic Biostatistics and Evidence-Based Medicine Principles for Undergraduate Medical Education.MedEdPORTAL : the journal of teaching and learning resources · 2020Article
- Quality improvement education for medical students: a near-peer pilot study.BMC medical education · 2020Article
- A Response to "Impact of a National Journal Club and Letter Writing Session on Improving Medical Students' Confidence with Critical Appraisal" [Letter].Advances in medical education and practice · 2020Article
- Peer education for medical students on health promotion and clinical risk management.Journal of education and health promotion · 2020Article
- Alignment of roles of near-peer mentors for medical students underrepresented in medicine with medical education competencies: a qualitative study.BMC medical education · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThe study sought to evaluate near-peer tutors' teaching of critical appraisal skills to medical students as an aspect of Evidence-based Medicine.
methodsIn a randomized crossover trial, 241 students completing a Clinical Epidemiology and Evidence-based Medicine (CE-EBM) module in the Faculty of Medicine Universitas Indonesia (FMUI) were randomly assigned to intervention or control groups. During tutorial sessions, intervention group participants were assigned to near-peer tutors, who were newly graduated doctors, and those in the control groups were assigned to staff tutors. After two tutorial sessions, intervention and control groups exchanged tutors for the next two sessions. Outcomes were measured using written knowledge and skills multiple choice questions (MCQ) test, the Evidence-based Practice Confidence Scale (EPIC) and a student attitude questionnaire, along with student evaluation of tutors to evaluate the process.
resultsOn completion of the module, the written test scores of intervention group students were similar to those of the control group (t
conclusionsNear-peer tutors were as effective as and more readily accepted than staff tutors in teaching critical appraisal skills. These findings support the broader implementation of peer-teaching in other areas of medical education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.