Evaluation of the effectiveness of peer supported learning in pre-graduation medical education urinary catheter insert skill

Objective: This study aimed to evaluate the effectiveness of peer-supported education in the ability to insert a urinary catheter in pre-graduate medical education and its effect on learning retention. Method: It is a randomized controlled experimental design research. 60 students studying in Term 2, who did not know the skill of volunteering to participate in the research, were divided into control and study groups by simple random sampling method. As peers, two volunteer third-grade students who knew the skill were given reminder training by the instructor academician. The control and study groups of 30 people were divided into small groups of six people. Five control groups of six people were given training by the trainer academician, and the study group was given training on how to insert and remove urinary catheters together with two peers. An evaluation was made with OSCE one day after the training. Three months later, learning retention was evaluated again with OSCE. All participants had qualitative evaluation forms filled out to receive their feedback about the training. Results: Control group scores were significantly higher than study group scores on all OSCE exams. The study group scores were very close to the average scores of all participants. No significant difference was detected in terms of learning retention in the tests performed three months later.In the feedback we received from the students at the end of the training, the students stated that the learning environment related to peer education was comfortable, that they learned more easily, and that they found it generally useful because of their easy communication. As a negative feedback, they found the knowledge level of peer educators to be lacking. Peer trainers stated in their feedback that they learned the skill better and enjoyed teaching. Conclusion: We believe that peer training in urinary catheter skills in undergraduate medical education is positively received by students, is effective in learning, and has a good potential to complement traditional teacher-led training in the curriculum. Key words: peer education, peer, urinary catheter, skills training