Peer tutoring in clinical simulation is associated with gains in non-technical skills including self-efficacy, self-confidence, self-perception of learning, and reflective abilities¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The reviewed studies reported increases in self-efficacy, self-confidence, self-perception of learning, and reflective abilities among tutored students. → Bertiola-Flores Claudio 2026

Evidence¶

Bertiola-Flores Claudio 2026¶

Bertiola-Flores Claudio, Infante-Villagrán Valeria Aylin, Palma-Vidal Natalia, Ferrada-Peña Claudio, Mazzo Alessandra, Díaz-Guio Diego Andrés. (2026). Peer tutoring in clinical simulation for health sciences education: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-026-09582-0

q2 · i? · review · r2

Narrative synthesis section of the review reporting observed increases in non-technical outcomes across the included studies, with "increases were observed in self-efficacy" among the listed gains. No effect sizes are printed by the review.

"Regarding non-technical skills, increases were observed in self-efficacy [33], self-confidence [31, 32], self-perception of learning [37] and reflective abilities [38]."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Peer tutoring benefits extend to the tutors themselves, including confidence, autonomy, leadership, teamwork, and empowerment — related
• Peer tutoring in clinical simulation is associated with improved technical skills such as laparoscopic tasks, lumbar puncture, and cardiovascular examination — related
• Reviewed peer-tutoring simulation studies mostly reached only Kirkpatrick Level 2, with no assessment of behavior change or clinical-practice results — related
• Skills outcomes mostly showed no between-role differences, with active participant advantages limited to delayed technical skills, non-technical affective outcomes, and role-continuity effects — related
• Favorable learner perception of laparoscopic simulation should not be equated with competence, clinical readiness or transfer of learning — related
• Most included studies carried a high risk of bias or some concerns, particularly for confounding and outcome measurement, limiting certainty — related
• Most learner-facing studies of technology-enhanced simulation in laparoscopic training report favorable learner responses, mainly confidence, satisfaction, perceived safety and self-efficacy — related
• Included studies reported improved comfort, confidence and empathy, but used no standardised outcome measures — related