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NCT Number: NCT06092320

Does Teaching Before or After Simulation Improve Learning?

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.

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Key information

Conditions

Medical Education Simulation

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

BC Children's Hospital

Vancouver, British Columbia, V6H 3N1, Canada

Location status: Recruiting

Location contact

John Ramsay, MD

CONTACT

[email protected]

(604) 875-2345

Who can participate

Healthy volunteers accepted: No

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

Inclusion criteria

  • Second year medical student at the University of British Columbia

Exclusion criteria

  • None

Treatment and study plan

Simulation on Pediatric Status Epilepticus

Other

The 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

The participants will complete a lecture on pediatric status epilepticus

Primary outcomes

  1. Change from baseline in resuscitation performance retention score 2 months post-initial training assessed using global simulation performance score

    Time frame: From initial simulation until repeat simulation 2 months later

    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.

Secondary outcomes

  1. Change in knowledge assessment score at 2 months post-initial training assessed using an MCQ

    Time frame: From initial knowledge test until repeat testing 2 months later

    The knowledge test is a 15 questions multiple choice exam scored from 0 to 15 with higher numbers representing a higher score.

  2. Learner satisfaction measured by Likert scale items after each simulation debrief

    Time frame: Single time metric completed five minutes after initial simulation session

    The Likert scale will be a one to five scale with higher scores representing increased satisfaction

  3. Time to resuscitation metrics

    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.

    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

Study contacts

Contact information is provided by the study sponsor or research team.

John Ramsay, MD

CONTACT

[email protected]

(604) 875-2345

Sponsors and collaborators

Lead sponsor

University of British Columbia

Other

Registry information

Official study title

Outcome of a Lecture Before vs After Simulation-based Education on Pediatric Status Epileptics: A Randomized Controlled Pilot Trial

Important dates

Study start
2023
Primary completion
2025
Study completion
2025
First posted
Oct 23, 2023
Registry last updated
Jul 5, 2024

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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