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AI-Assisted Instruction Versus Peer Learning for Sustained Lumbar Puncture Competency
Sponsor: Second Affiliated Hospital, Zhejiang University, School of Medicine
Summary
This study compared three teaching methods for training resident physicians in lumbar puncture, a critical medical procedure used to collect spinal fluid for diagnosing conditions like meningitis. One hundred thirty-five residents were randomly assigned to either traditional bedside teaching, peer-assisted learning (where trainees practiced in pairs and gave each other feedback), or artificial intelligence (AI)-assisted training using a smart simulator that provided real-time voice feedback on technique. All residents were tested immediately after training and again three months later to see how well they retained their skills. Right after training, all three groups performed equally well. However, after three months, both the peer-learning and AI groups scored significantly higher on practical skills than the traditional group, showing that these newer methods help slow skill decay. The AI group showed the greatest advantages in procedural standardization, pre-procedure assessment, post-procedure care, and operating speed. Meanwhile, residents in the peer-learning group reported the highest satisfaction with classroom interaction and teaching methods. In short, while all three approaches work well for short-term training, AI-assisted and peer-assisted learning are more effective than traditional teaching at helping residents maintain their lumbar puncture skills over time, with AI excelling in technical precision and efficiency, and peer learning offering a more engaging and collaborative learning experience.
Official title: AI-Assisted Instruction Versus Peer Learning for Sustained Lumbar Puncture Competency: A Randomized Controlled Trial With Three-Month Follow-Up
Key Details
Gender
All
Age Range
Any - Any
Study Type
INTERVENTIONAL
Enrollment
100
Start Date
2025-01-01
Completion Date
2026-05-30
Last Updated
2026-10-14
Healthy Volunteers
No
Conditions
Interventions
Peer Learning
The peer learning group received peer-assisted instruction. Following the instructor-organized video viewing and explanation of procedural standards and scoring criteria, participants were paired into dyads for three rounds of simulated practice. When Resident A performed the procedure, Resident B was responsible for scoring and timing; roles were reversed upon completion. After the initial round, both residents engaged in peer evaluation, with the instructor summarizing common issues and clarifying subsequent procedural precautions. The second round targeted identified weaknesses from the first round for focused reinforcement, followed by peer evaluation and instructor supplementary guidance. The third round simulated a formal examination scenario with mutual scoring and timing.
Locations (1)
The Second Affiliated Hospital of Zhejiang University School
Hangzhou, Zhejiang, China