ArticleAdvances in medical education and practice2021
Simulation-Based Peer-Assisted Learning: Perceptions of Health Science Students.
Article in Advances in medical education and practice, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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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
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Who cites it
7 citing papers in PubMed, 21 citations in OpenAlex.
- Harnessing preclinical simulation to build capacity in physiotherapy education and practice.The South African journal of physiotherapy · 2026Article
- Peer-assisted learning in critical care: a simulation-based approach for postgraduate medical training.Medical education online · 2025Article
- Learning better together? A scoping review of in-person interprofessional undergraduate simulation.Advances in simulation (London, England) · 2025Article
- Enhancing medical English proficiency: the current status and development potential of peer-assisted learning in medical education.BMC medical education · 2025Review
- Challenges and opportunities in the uptake of simulation in healthcare education in the developing world: a scoping review.MedEdPublish (2016) · 2024Article
- Preparing allied health students for placement: a contrast of learning modalities for foundational skill development.BMC medical education · 2023Article
- Perception of Realism and Acquisition of Clinical Skills in Simulated Pediatric Dentistry Scenarios.International journal of environmental research and public health · 2022Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveSince 2010, simulation-based learning has become increasingly popular as a well-recognized method of learning used by medical undergraduates in clinical settings. However, the relatively new concept of simulation-based peer-assisted learning has not yet been widely accepted, so it has not been well documented. Therefore, this study evaluated the perceived advantages of simulation-based peer-assisted learning among health professions students and interns and their acceptance of this new concept of learning from a student-instructor.
methodsThis was a pilot study conducted with 11 students in various health profession fields at Princess Nourah bint Abdulrahman University (PNU). The students were given a comprehensive lecture on simulation scenario development and were assigned to four separate interdisciplinary teams for a practical session on simulation scenario writing. Then, they each completed a questionnaire seeking their opinion concerning their experience and concept understanding.
resultsThe results confirmed the advantages of interprofessional simulation-based peer-assisted learning as it helped in understanding the process as perceived by the study participants. All students expressed their willingness and enthusiasm to use simulation as a technique for peer-assisted learning.
conclusionThe study affirms the importance of developing student teachers' teaching skills at an institutional level. The future implementation of simulation-based peer-assisted learning is dependent on the students' awareness of the concept. By exploring a new dimension of medical education, the student teachers could expand their horizon of exposure to holistic case management and interactive learning and equip themselves with practical communication skills to excel in a real-world setting.
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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.