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Completed

NCT Number: NCT07060924

Comparison of Game-Based Learning and Model Arm Practice for Teaching Intravenous Cannulation to Dental Students

This randomized controlled study aimed to compare the effectiveness of game-based learning (GBL) and model arm practice in teaching peripheral intravenous cannulation (PIVC) skills to final-year dental students. Sixty participants were randomly assigned to two groups. The impact of each method was assessed in terms of procedural success, anxiety levels (STAI), self-confidence (VAS), and student satisfaction.

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Key information

Conditions

Dental Education and Special Care Dentistry

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Ankara University, Faculty of Dentistry

Ankara, 06560, Turkey (Türkiye)

About this study

Peripheral intravenous cannulation (PIVC) is a complex procedure now integrated into the Turkish National Dental Curriculum (DUÇEP). This study compared the effectiveness of GBL using the 3D Medsim platform and model arm practice in training students on PIVC. Participants were final-year dental students with no prior PIVC experience. Pre- and post-intervention evaluations included procedural success (simulation or model), anxiety (STAI), self-confidence (VAS), and satisfaction (Likert scale). Clinical success was also monitored.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Final-year dental students at Ankara University
  • No prior experience with PIVC
  • Volunteered and provided informed consent

Exclusion criteria

  • Any prior practical experience in intravenous cannulation
  • Refusal to participate

Treatment and study plan

Game-Based Learning (GBL)

Behavioral

Participants in this group received practical training in peripheral intravenous cannulation (PIVC) using a game-based learning (GBL) simulation platform called 3D Medsim. The platform offered a scenario-based training environment that included a structured sequence of pre-test, simulated procedural performance, and post-test. Students were required to perform virtual tasks such as preparing the patient, selecting the correct equipment, identifying the puncture site, and performing cannulation. The simulation provided interactive feedback and scoring. The application was accessible via PC, tablet, or smartphone, allowing students to practice flexibly. Training was conducted under the supervision of an anesthesiologist.

Model Arm Practice

Behavioral

Participants in this group practiced PIVC using a high-fidelity model arm simulator designed to replicate human anatomy and venous access. The training model included artificial veins (basilic, cephalic, median cubital, and metacarpal) with realistic skin layers and a circulation system that mimicked blood flow. Students practiced cannulation techniques including vein localization, needle insertion, and catheter placement. The hands-on training provided tactile and visual feedback, and all procedures were supervised by an anesthesiologist. This method aimed to develop psychomotor skills and confidence through realistic simulation.

Primary outcomes

  1. Procedural Success Rate in Clinical Application

    Time frame: Within 1 week after training

    The rate of successful intravenous cannulation performed by students on real patients under supervision. Success was defined as a successful puncture and catheter placement on the first or second attempt. Assessed by an anesthesiologist during clinical practice.

  2. Change in Self-Confidence Level (VAS Score)

    Time frame: From pre-training to post-clinical application (within 2 weeks)

    Students marked their perceived self-confidence regarding PIVC on a 10-cm visual analog scale (0 = no confidence, 10 = full confidence). Measurements were taken both after training and after clinical application.

Secondary outcomes

  1. Change in State Anxiety Level (State-Trait Anxiety Inventory - State Scale)

    Time frame: Baseline (pre-training), immediately after training, and immediately after clinical application (all within 2 weeks)

    Anxiety was measured using the State-Trait Anxiety Inventory - State Scale (STAI-S), a validated 20-item questionnaire assessing situational anxiety. Each item is rated on a 4-point Likert scale, yielding total scores ranging from 20 to 80, where higher scores indicate higher levels of anxiety (i.e., a worse psychological outcome).

  2. Satisfaction with Training Method (Likert Questionnaire)

    Time frame: Immediately after training

    A 5-item satisfaction questionnaire evaluated participants' perceptions of the training method's usefulness, content diversity, presentation, motivation, and compatibility with learning style. Each item was scored on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree)

Sponsors and collaborators

Lead sponsor

Ankara University

Other

Registry information

Official study title

Evaluation of Dental Students' Attitudes and Behaviors Toward Intravenous Cannulation: A Comparative Study of Game-Based Learning and Model Arm Practice

Important dates

Study start
2025
Primary completion
2025
Study completion
2025
First posted
Jul 11, 2025
Registry last updated
Jul 16, 2025

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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