Trial reportBMC medical education2025
Juxtaposing pedagogical paradigms: the efficacy of peer-assisted learning (PAL) versus faculty-assisted learning (FAL) in the refinement of surgical proficiency.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 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
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
3 citing papers in PubMed.
- The effects of reciprocal peer practice with digital platform on undergraduate nursing students' operational skills, critical thinking, and self-efficacy: a quasi-experimental study.BMC medical education · 2026Article
- Skill progression models in emergency medicine training: a narrative review and the development of the OASIS framework.International journal of emergency medicine · 2025Article
- Blended learning course for ultrasound-guided diagnostic skills: a design-based research study.Frontiers in medicine · 2025Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSkill training in medical education poses significant challenges. The traditional "see one, do one " approach is increasingly seen as outdated and inconsistent with modern adult learning principles. The 2019 Medical Council of India (MCI) skill training module recommends Peyton's four-step method for psychomotor skill training is designed for a 1:1 teacher-to-student ratio. However, this ratio is often impractical due to faculty shortages. Peer-assisted learning (PAL) has emerged as a potential solution, yet its effectiveness in teaching suturing skills using Peyton's method remains underexplored in our context.
objectivesTo compare the effectiveness of PAL using Peyton's method with faculty-assisted learning (FAL) for surgical skill training and to evaluate students' perceptions of their learning experiences through validated feedback forms. MATERIALS AND
methodsSixty second-year MBBS students were randomized into two groups: one trained in basic suturing techniques (interrupted, vertical mattress, and continuous suturing) by peer tutors (PAL group) and the other by faculty members (FAL group). Peer tutors, trained by senior faculty members, used Peyton's four-step method to teach suturing techniques in a skill lab using manikins. Post-training, proficiency was assessed using a 15-point OSCE checklist, and students' perceptions were evaluated through a questionnaire.
resultsBoth groups achieved mean proficiency scores exceeding 80% (> 12/15) across all techniques, with no statistically significant difference between groups. Students in both groups reported high satisfaction with their training experience. Notably, the PAL group demonstrated significantly higher confidence in performing suturing both in the skill lab and on real patients (p < 0.05).
conclusionPeer-assisted learning is as effective as faculty-assisted learning for surgical skill training using Peyton's method. PAL can be recommended as a viable adjunct to traditional teaching methods for skill instruction. CLINICAL TRIAL NUMBER: Not applicable.
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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.