Trial reportBMC medical education2026
Near-peer teaching of laparoscopic skills among medical students: a randomised feasibility study.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundLaparoscopic surgery is integral to modern surgical practice. However, many medical students graduate with limited exposure to essential skills. Near-peer teaching is a promising, student-led approach to address this gap, though its objective impact remains under-evaluated. The aims of this study were to develop a novel objective assessment tool, assess changes in students’ confidence and objective performance in laparoscopic tasks following near-peer versus self-directed training, and explore factors associated with performance.
methodsThis single-blinded, randomised feasibility study enrolled 42 medical students without prior laparoscopic experience. Participants were randomly assigned to near-peer (Group 1) or self-taught group (Group 2) and completed six weekly sessions across four laparoscopic stations: Ball Transfer, Circle Cutting, Peg Transfer, and String. Performance was scored using a novel objective assessment tool developed through a Modified Delphi Method. Two blinded surgical trainees assessed all performances.
resultsNo significant differences were observed in pre-intervention objective performance between groups, except for the “Peg Transfer” station. Post-intervention, both groups improved significantly across all tasks (p < 0.001). Their confidence also improved (p < 0.001). The peer-taught group outperformed the self-directed group in “Circle Cutting” (p = 0.02), “String” (p = 0.01), and “Peg Transfer” station (p = 0.04). There was no relationship between age, gender, or video game experience and performance.
conclusionsThis is the first study to demonstrate that near-peer teaching of laparoscopic skills improved laparoscopic performance among medical students compared with a control group. These findings support the integration of near-peer laparoscopic teaching into undergraduate surgical education. The novel assessment tool demonstrated sensitivity to change in performance pre- and post-intervention.
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