title: Randomized surgical training for medical students: resident versus peer-led teaching.
abstract: OBJECTIVE
  Medical students spend significant portions of their time in the operating room, with many learning skills through trial and error. Peer-assisted learning is a useful teaching and learning method. Our hypothesis is that students will perform basic skills in the operating room environment more often when taught by their peers.
  
  
  METHODS
  Sixty third-year medical students participated in an operating room introduction course. Learners were randomized into 2 cohorts: 1 led by obstetrics and gynecology residents, 1 led by fourth-year medical students. Assessment was performed using an objective, structured clinical exercise.
  
  
  RESULTS
  Peer-assisted learners performed more steps correctly during the objective exercise compared with resident-assisted learners (16.1 vs 14.4 of 22 total steps assessed, P < .01).
  
  
  CONCLUSIONS
  Peer-assisted learning may be a useful teaching method for simulation training. Third-year medical students may benefit from this low threat and informal environment.
authors.affiliation: Department of Obstetrics and Gynecology, Loyola University Medical Center, Maywood, 60153, USA. sgrazia@lumc.edu
authors.forename: Scott C
authors.initials: SC
authors.lastname: Graziano
mesh_terms: D004501:Education, Medical / Q000379:methods*; D013502:General Surgery / Q000193:education*; D006176:Gynecology / Q000193:education*; D007396:Internship and Residency; D009774:Obstetrics / Q000193:education*; D010379:Peer Group