Evidence map›Paper›PMID 42222620›Full record

ArticleCureus2026

Effectiveness of a Train-the-Trainer Pedagogical Pilot Workshop in Improving Educators' Knowledge and Competency in Objective Structured Clinical Examination Implementation.

Asma Ben Amor, Hassan Farhat, Amina Aounallah, Walid Naija, Aicha Bouaziz, Bassem Charfeddine, Souad Chelbi, Olfa Bouallègue, Mohamed Ben Dhiab

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Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Asma Ben AmorDepartment of Medical Education and Simulation, Higher School of Health Sciences and Techniques, University of Sousse, Sousse, TUN.
Hassan FarhatLaboratory of Epidemiology of Mental Illnesses, Screening and Early Management, Faculty of Medicine "Ibn El Jazzar", University of Sousse, Sousse, TUN.
Amina AounallahDepartment of Dermatology, University Hospital Farhat Hached, Sousse, TUN.
Walid NaijaDepartment of Anesthesia and Intensive Care, Faculty of Medicine "Ibn El Jazzar", University of Sousse, Sousse, TUN.
Aicha BouazizDepartment of Medical Education and Simulation, Higher School of Health Sciences and Techniques, University of Sousse, Sousse, TUN.
Bassem CharfeddineDepartment of Medical Education, Higher School of Health Sciences and Techniques, University of Sousse, Sousse, TUN.
Souad ChelbiDepartment of Medical Education, Higher School of Health Sciences and Techniques, University of Sousse, Sousse, TUN.
Olfa BouallègueLaboratory of Microbiology, Sahloul University Hospital, Sousse, TUN.
Mohamed Ben DhiabDepartment of Forensic Medicine, Faculty of Medicine "Ibn El Jazzar", University of Sousse, Sousse, TUN.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe Objective Structured Clinical Examination (OSCE) was implemented at the School of Health Sciences and Technologies of Sousse, Tunisia, without prior educator training, raising concerns regarding assessment quality and stakeholder satisfaction. This study evaluated the effectiveness of a pedagogical pilot training workshop in improving educators' knowledge of OSCE principles and their satisfaction with the intervention. METHODOLOGY: This single-group pre- and post-interventional study involved 20 of 30 invited educators (participation rate: 20/30, 66.7%) who completed pre- and post-training knowledge assessments comprising 24 multiple-choice questions covering OSCE domains, competencies, reliability measures, and station design. All 20 participants (20/20, 100%) completed a 24-item satisfaction survey after the training. Descriptive analyses, Shewhart control charts, boxplots, Spearman rank correlations, and multivariate linear regression were employed.

resultsAmong the 20 participants, mean knowledge scores increased significantly from 10.27/20 (SD = 3.81) before training to 17.27/20 (SD = 2.12) after training, with pass rates improving from 11/20 (55%) to 20/20 (100%). Perfect post-training scores (20/20, 100%) were achieved in foundational domains (OSCE domains assessed, competencies, and validity recommendations). Satisfaction analysis revealed strong associations between organizational aspects, pedagogical quality, and general appreciation and global satisfaction (r = 0.70-0.94, p < 0.05). Multivariate regression identified three key predictive factors: learning atmosphere (β = 0.25), room comfort (β = 0.21), and trainer approachability (β = 0.38).

conclusionsThe train-the-trainer pilot workshop represents an effective continuing medical education strategy for healthcare professionals. The intervention successfully addressed educators' knowledge deficits while maintaining high satisfaction across demographic groups, supporting institutional implementation across diverse healthcare education contexts.

Indexed as

continuing medical educationeducator competencyfaculty developmentknowledge improvementobjective structured clinical examinationpedagogical interventiontrain-the-trainertunisia

Identifiers

PMID42222620
PMCPMC13222109

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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.