Does Teaching Before or After Simulation Improve Learning?
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
AgeNot listed
SponsorUniversity of British Columbia
About this trial
The goal of the randomized educational intervention study is to test whether simulation preceding didactic teaching leads to improved knowledge and performance retention compared to a didactic lecture proceeding simulation for medical students
Participants will be randomized to one of two different groups with reverse orders for simulation and lectures.
Researchers will compare each group to see which way is better for learning.
Eligibility criteria
This trial does not accept healthy volunteersQualifiers
None
Disqualifiers
None
Trial design
Design model
Parallel
Treatments tested in this trial
Simulation on Pediatric Status Epilepticus
Other interventionThe participants will complete a simulation session and debrief lead by a pediatric emergency medicine physician on status epilepticus.
Didactic Lecture on Pediatric Status Epilepticus
Other interventionThe participants will complete a lecture on pediatric status epilepticus
Treatment groups
40 Participants
are divided into 2 treatment groupsGroup A: Simulation - Didactic Lecture GroupExperimental treatment 2 interventions
Group B: Didactic Lecture - Simulation GroupExperimental treatment 2 interventions
Trial outcomes
Primary outcomes
1
Change from baseline in resuscitation performance retention score 2 months post-initial training assessed using global simulation performance score
The scoring sheet used will be the Global Simulation performance score a one to seven scale that assess over medical expertise performance in the simulation with higher values representing increased competence.
Time frame
From initial simulation until repeat simulation 2 months laterSecondary outcomes
1
Change in knowledge assessment score at 2 months post-initial training assessed using an MCQ
The knowledge test is a 15 questions multiple choice exam scored from 0 to 15 with higher numbers representing a higher score.
Time frame
From initial knowledge test until repeat testing 2 months later2
Learner satisfaction measured by Likert scale items after each simulation debrief
The Likert scale will be a one to five scale with higher scores representing increased satisfaction
Time frame
Single time metric completed five minutes after initial simulation session3
Time to resuscitation metrics
The following "time to" metrics will be measured from simulation start until completion of each activity within that simulation: glucose check, IV access, first-line anti-epileptic administration, second-line anti-epileptic administration, chemistry panel
Time frame
The time for each metric will be measured once during the second evaluatory simulation 2 months after the initial simulation and participant enrolment.Sponsors and contacts
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Source ClinicalTrials.gov