Reflections on Peer Tutoring, Clinical Simulation, and Competencies in Clinical Skills in Medical Education
Abstract
This letter to the editor offers reflections on the article by López-Brotons et al., which addresses peer tutoring in clinical simulation for the development of clinical skills among medical students. The letter emphasizes the relevance of this pedagogical approach based on current evidence, which supports its effectiveness in enhancing not only clinical competencies but also teaching skills, leadership, communication, and professional identity among peer tutors. Findings from national and international studies are incorporated, demonstrating the positive impact of peer-assisted learning combined with clinical simulation at various levels of medical education, from undergraduate to postgraduate training. The authors also acknowledge existing methodological limitations in current studies, highlighting the need for future research to assess long-term outcomes, standardize training programs, and validate measurement instruments. Finally, the letter underscores the importance of continued development and investigation of these innovative methodologies to strengthen medical education.
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References
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