Evaluating the educational effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular physical examination in third-year medical students: A randomized, controlled trial

Background: Previous research suggests that
cardiac examination skills in undergraduate medical students frequently
need improvement. There are different ways to
enhance physical examination (PE) skills such as simulator-based
training or peer-assisted learning (PAL).  Aim: The aim
of this study was to evaluate the effectiveness of a structured,
simulator-assisted, peer-led training on cardiovascular PE.
Methods: Participants were third-year medical students at Leipzig
University Faculty of Medicine. Students were randomly assigned to an
intervention group (IG) and a control group (CG). In addition to standard
curricular training, IG received a peer-led, simulator-based training in
cardiac PE. Participant performance in cardiac PE was assessed using a
standardized checklist with a maximum of 25 points. Primary outcome was
assessed via checklist point distribution. Results: 89 students
were randomised to either CG (n = 43) or IG (n = 46)
with 70 completing the study. Overall, IG students performed
significantly better than CG students did (max. points: 25, IG M ± SD in
IG was 17 ± 3, in CG 12 ± 4, p < .0001). Simple mistakes such as
not using the stethoscope correctly were more frequent in CG students.
Prior experience did not lead to a significant difference in
performance.  Conclusions: Structured, peer-led and
simulator-assisted teaching sessions improve cardiac PE skills in this
setting compared to control students that did not receive this training.