European Spine Journal

In 2007–2010, 292 students in their third and fourth years of medical school were randomly assigned to two groups [Staff group (SG), PAL group (PG)] led by either staff tutors or student-teachers. The students were taught bimanual practical and diagnostic skills (course education module of eight separate lessons) as well as a general introduction to the theory of spinal manipulative therapy. In addition to qualitative data collection (Likert scale), evaluation was performed using a multiple-choice questionnaire in addition to an objective structured clinical examination. The purpose of this trial was to assess the use of peer-assisted learning of complex manipulative motor skills with respect to gender in medical students.

Abstract avaible here.