Usapan SurabenjawongPaul Edward PhrampusJohn LutzDeborah FarkasApoorva GopalakrishnaApichaya MonsomboonChok LimsuwatJohn Marc O'DonnellHenry Ford Health SystemUniversity of PittsburghFaculty of Medicine, Siriraj Hospital, Mahidol UniversityUniversity of Pittsburgh School of MedicineWISER Education and Simulation Facility2020-08-252020-08-252020-10-01Clinical Simulation in Nursing. Vol.47, (2020), 16-24187613992-s2.0-85089434594https://repository.li.mahidol.ac.th/handle/123456789/57993© 2020 International Nursing Association for Clinical Simulation and Learning Background: Innovative peer-to-peer teaching has the potential to emphasize student self-learning and reduce the workload of the instructor. Method: This single-blinded randomized crossover trial was conducted to evaluate whether peer-to-peer teaching is not inferior to standard teaching in basic airway management for undergraduate nursing students. Results: Forty-eight students with the peer-to-peer learning had significantly higher skill rating scores with a large effect size (Cohen's d of 1.07 (p-value.002) for oropharyngeal airway insertion, 1.14 (p-value <.001) for nasopharyngeal airway insertion, and 0.81 (p-value.003) for bag-mask ventilation). There was no difference between preknowledge and postknowledge scores (p-value of.13 and.22, respectively). Both groups reported higher confidence. Conclusions: Nursing students trained in basic airway management by the peer-to-peer method did not show inferiority compared with the standard group.Mahidol UniversityMathematicsNursingSocial SciencesArticleSCOPUS10.1016/j.ecns.2020.06.009