ArticleThe clinical teacher2025
Virtual Reality Learning in Suprapubic Catheter Insertion: The Role of Peer-Tutor Guidance Versus Teacher.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis 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
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
- Peer tutoring in clinical simulation for health sciences education: a systematic review.BMC medical education · 2026Pooled it
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
backgroundVirtual reality (VR) training requires the incorporation of teaching resources into the medical curriculum. This study aimed to explore whether a peer tutor would have an equal effect on learning as a clinical teacher. APPROACH: Medical students at the University of Eastern Finland were invited to take part in a voluntary exercise. The exercise used the VR4HEALTHCARE software with OCULUS Rift S glasses to practice inserting a suprapubic catheter. A peer tutor or clinical teacher assisted the students with the system and content. Students were advised to rate their knowledge and professional self-confidence on the topic before and after the VR HMD exercise on a scale of 0-10 (0 = worst; 10 = best, the numbers also had verbal meaning). Students performed an objective knowledge test (0-5 points) before and after the exercise. Statistical analysis was performed using IBM SPSS Statistics 27.0 software. Fisher's exact test was used to compare nominal data and the Mann-Whitney U-test for nonparametric data. EVALUATION: Thirty-four medical students participated in the study; 15 in the peer-tutor group and 19 in the medical teacher group. In both groups, the baseline scores increased equally in the students' self-assessment of their knowledge (2.7 ± 1.7 and 4.1 ± 2.4, p = 0.137) and in the professional self-confidence to perform the task (2.5 ± 1.5 and 3.2 ± 2.0, p = 0.336). IMPLICATIONS: Integrating VR simulations with head-mounted displays into the curriculum has been difficult. Based on our study, peer tutors may solve at least the staff's time management problems. However, there was no statistical difference between the peer tutor and clinical teacher groups.
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Registered trials
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