ArticleJournal of educational evaluation for health professions2026
Evaluation of a peer-assisted, simulation-based clinical skills training program in Spain: a prospective single-group before-and-after study.
Article in Journal of educational evaluation for health professions, 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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Abstract
purposeThis study aimed to evaluate the implementation and evolution of a peer-assisted, simulation-based clinical skills program at Miguel Hernández University, Spain, focusing on medical student participation, perceptions, and perceived educational value.
methodsA prospective quasi-experimental pre-post study without a control group was conducted. Sessions were organized in small groups and led by senior student tutors under faculty supervision. Six workshops were offered during the first academic year and 8 during the second, with the addition of lumbar puncture and introductory clinical ultrasound. Knowledge acquisition was assessed using pre- and post-workshop questionnaires, and satisfaction was evaluated with Likert-scale surveys.
resultsA total of 154 students participated, including 77 in 2023-2024 and 77 in 2024-2025, generating 440 workshop attendances. After incomplete questionnaires were excluded, 425 paired pre- and post-workshop evaluations were analyzed. Students reported improved learning, with self-reported knowledge scores increasing significantly from 6.1±2.6 to 8.7±1.6 (Δ=2.5; 95% confidence interval [CI], 2.29-2.71; Cohen's d=1.14; P<0.001). Male students showed greater knowledge gain than female students (Δ=2.8 vs. 2.3; 95% CI, 2.17-3.43 vs. 1.91-2.69; Cohen's d=1.17 vs. 1.15; P=0.034), and second-year students improved more than third-year students (Δ=2.9 vs. 2.1; 95% CI, 2.36-3.44 vs. 1.67-2.53; Cohen's d=1.21 vs. 1.11; P=0.001). Satisfaction was high, with mean scores above 4/5.
conclusionClinical simulation combined with peer tutoring was feasible and well accepted in an undergraduate medical curriculum in Spain, achieving sustained participation over 2 academic years and consistently high satisfaction ratings. The program was associated with significant immediate improvements in workshop-specific knowledge test scores.
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