Case-Based Learning for Bedside Lung Ultrasound Teaching in ICU
Trial statusNot yet recruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
AgeNot listed
SponsorFirst Affiliated Hospital of Wannan Medical College
About this trial
This single-center randomized controlled study aims to evaluate the effectiveness of Case-Based Learning (CBL) compared with traditional teaching in clinical training of bedside lung ultrasound (BLUE) for emergency medicine residents and medical students. The hypothesis is that CBL improves theoretical understanding, practical ultrasound skills, and clinical reasoning in emergency settings.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
Standardized residency trainees currently rotating in the Intensive Care Unit (ICU), specializing in Internal Medicine, Surgery, Emergency Medicine, Anesthesiology, or General Practice.
Have completed institutional basic ultrasound theory training or possess preliminary ultrasound knowledge.
Voluntarily participate and provide written informed consent.
Able to complete the entire teaching and evaluation schedule (including written test and OSCE).
Disqualifiers
Prior formal training or certification in lung/critical care ultrasound.
Unable to complete the study period due to rotation scheduling or absence.
Decline or withdraw informed consent.
Trial design
Design model
Parallel
Treatments tested in this trial
Case-Based Learning (CBL)
BehavioralParticipants study authentic emergency cases, analyze lung ultrasound images, perform bedside scanning under instructor facilitation, and discuss diagnostic reasoning in small groups.
Traditional lecture-based teaching
BehavioralParticipants receive conventional didactic lectures and instructor demonstration of BLUE examination followed by limited practice.
Treatment groups
106 Participants
are divided into 2 treatment groupsGroup A: Case-Based Learning (CBL) GroupExperimental treatment 1 intervention
Group B: Traditional Teaching GroupActive comparator 1 intervention
Trial outcomes
Primary outcomes
1
Objective Structured Clinical Examination (OSCE) Total Score
he Objective Structured Clinical Examination (OSCE) total score (0-100 points) evaluates overall bedside lung ultrasound proficiency. It includes five weighted stations: (1) image acquisition and scanning technique (20 points), (2) image interpretation (20 points), (3) clinical decision-making (20 points), (4) structured case reporting and teamwork (20 points), and (5) emergency communication with patients or families (20 points). Each station is rated by three blinded assessors using standardized checklists and global rating scales. Higher scores indicate better ultrasound performance and clinical reasoning ability. Scale Range: 0 (poor performance) to 100 (excellent performance); higher = better
Time frame
Within one week after completion of the teaching sessionsSecondary outcomes
1
Written Theoretical Knowledge Test Score
Description: Written examination assessing understanding of lung ultrasound principles, BLUE protocol workflow, and case analysis. The test includes multiple-choice, multiple-response, short-answer, and case-analysis items. Total score ranges from 0 to 100 points. Higher scores indicate greater theoretical knowledge mastery. Scale Range: 0 (lowest) to 100 (highest); higher = better
Time frame
Within one week after the intervention2
Clinical Decision Substation Score
Description: Subscore from the Objective Structured Clinical Examination (OSCE) Station 3, evaluating diagnostic reasoning and initial management decisions based on bedside lung ultrasound findings. Scored on a 0-20 point checklist by blinded assessors. Higher values reflect stronger clinical decision-making ability. Scale Range: 0 (lowest) to 20 (highest); higher = better
Time frame
Within one week after intervention3
Self-Assessment Questionnaire Scores
Description: Study-specific questionnaire evaluating self-perceived improvement in learning motivation, clinical reasoning, teamwork, and communication. Each dimension consists of 5 dichotomous items (Yes = 1; No = 0). Scores are summarized as the proportion (%) of participants responding "Yes" in each domain. The possible range is 0%-100%; higher proportions indicate more participants reporting improvement. Scale Range: 0%-100%; higher = better perceived improvement
Time frame
Within one week after the intervention4
Overall Learning Satisfaction Rating
Description: Overall satisfaction measured by a single 5-point Likert-type item (1 = Very dissatisfied, 2 = Dissatisfied, 3 = Neutral, 4 = Satisfied, 5 = Very satisfied). Reported as the proportion (%) of participants rating ≥4. Higher proportions reflect greater satisfaction with the assigned teaching method. Scale Range: 1-5 for individual ratings; 0%-100% for proportion ≥4; higher = better satisfaction
Time frame
Within one week after the interventionSponsors and contacts
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Source ClinicalTrials.gov
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