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FAIL CT: Facilitating Adaptive Expertise in Learning Computed Tomography

Sponsor
Stanford University (Other)
Overall Status
Enrolling by invitation
CT.gov ID
NCT05284838
Collaborator
Brown University (Other), Alameda Health System (Other), Ohio State University (Other), University of Alabama at Birmingham (Other), University of California, Davis (Other), University of California, Los Angeles (Other), University of California, San Francisco (Other), University of Chicago (Other), University of Michigan (Other), University of Oklahoma (Other), The University of Texas Health Science Center, Houston (Other), University of Wisconsin, Madison (Other), Vanderbilt University (Other)
240
Enrollment
1
Location
3
Arms
10.4
Anticipated Duration (Months)
23
Patients Per Site Per Month

Study Details

Study Description

Brief Summary

The main objective of this study is to demonstrate that Error Management Training improves adaptive expertise in head computed tomography interpretation. The investigators will conduct a randomized controlled trial comparing two learning strategies, Error Management Training vs Error Avoidance Training, in emergency medicine residents. The investigators hypothesize that Error Management Training, as compared to Error Avoidance Training, will improve adaptive expertise, as measured by skills transfer, when used to teach head computed tomography interpretation to emergency medicine residents.

Condition or Disease Intervention/Treatment Phase
  • Other: Error Management Training (Difficult)
  • Other: Error Management Training (Easy)
  • Other: Error Avoidance Training
 N/A

Detailed Description

Adaptive expertise is the ability to apply existing skills to novel situations. Adaptive expertise enables physicians to reduce preventable medical errors when managing clinical scenarios not encountered during training. However, residency curricula rarely address this learning outcome. Error Management Training improves transfer of skills to new contexts and develops adaptive expertise. Although this methodology has been shown to improve adaptive expertise in procedural skills, its impact on cognitive skills in medical training remains underexplored. Error Management Training promises to improve patient care by developing emergency physicians' adaptive expertise. However, the investigators need further evidence for its efficacy with cognitive skills in residency training. The investigators aim to demonstrate that Error Management Training improves adaptive expertise in a cognitive skill, using head computed tomography interpretation as a model.

Study Design

Study Type:
Interventional
Anticipated Enrollment :
240 participants
Allocation:
Randomized
Intervention Model:
Parallel Assignment
Masking:
Double (Participant, Outcomes Assessor)
Primary Purpose:
Treatment
Official Title:
The FAIL CT Study: Facilitating Adaptive Expertise in Learning Computed Tomography, a Multi-center Randomized Controlled Trial
Actual Study Start Date :
Jul 18, 2022
Anticipated Primary Completion Date :
Mar 1, 2023
Anticipated Study Completion Date :
Jun 1, 2023

Arms and Interventions

Arm Intervention/Treatment
Experimental: Error Management Training (Difficult)

Participants receive the learning strategy Error Management Training and encounter difficult questions.

Other: Error Management Training (Difficult)
Error Management Training is used to teach head computed tomography interpretation. Participants encounter difficult questions.
Experimental: Error Management Training (Easy)

Participants receive the learning strategy Error Management Training and encounter easy questions.

Other: Error Management Training (Easy)
Error Management Training is used to teach head computed tomography interpretation. Participants encounter easy questions.
Active Comparator: Error Avoidance Training

Participants receive the learning strategy Error Avoidance Training.

Other: Error Avoidance Training
Error Avoidance Training used to teach head computed tomography interpretation.

Outcome Measures

Primary Outcome Measures

  1. Percent correct on an assessment of transfer of skills [Immediately after instructional session (up to 60 minutes to complete the assessment)]

    Participants will have to demonstrate transfer of head computed tomography interpretation skills by interpreting novel radiology cases different from those used in the instructional session. Performance will be assessed by percent score on a head computed tomography interpretation test using novel radiology content not addressed in the instructional session. Score range is 0-100%.

Secondary Outcome Measures

  1. Percent correct on an assessment of post-session proficiency for learning objectives [Immediately after instructional session (up to 60 minutes to complete the assessment)]

    Participants will have to demonstrate direct application of the intervention's learning objectives by interpreting radiology cases similar to those used in the instructional session. Performance will be assessed by percent score on a head computed tomography interpretation test using radiology content similar to that used in the instructional session. Score range is 0-100%.

  2. Percent correct on an assessment of transfer of skills [Three months after instructional session (up to 60 minutes to complete the assessment)]

    Participants will have to demonstrate transfer of head computed tomography interpretation skills by interpreting novel radiology cases different from those used in the instructional session. Performance will be assessed by percent score on a head computed tomography interpretation test using novel radiology content not addressed in the instructional session. Score range is 0-100%.

  3. Percent correct on an assessment of post-session proficiency for learning objectives [Three months after instructional session (up to 60 minutes to complete the assessment)]

    Participants will have to demonstrate direct application of the intervention's learning objectives by interpreting radiology cases similar to those used in the instructional session. Performance will be assessed by percent score on a head computed tomography interpretation test using radiology content similar to that used in the instructional session. Score range is 0-100%.

Eligibility Criteria

Criteria

Ages Eligible for Study:
18 Years and Older
Sexes Eligible for Study:
All
Accepts Healthy Volunteers:
Yes
Inclusion Criteria:
  • Study participation will be available to all current emergency medicine residents at Stanford and at thirteen external sites.
Exclusion Criteria:

  • Adults unable to consent

  • Pregnant women

  • Individuals who are not yet adults (infants, children, teenagers)

  • Prisoners

  • Medical students

  • Residents from specialties other than emergency medicine

Contacts and Locations

Locations

Site City State Country Postal Code
1 Stanford University Stanford California United States 94305

Sponsors and Collaborators

  • Stanford University
  • Brown University
  • Alameda Health System
  • Ohio State University
  • University of Alabama at Birmingham
  • University of California, Davis
  • University of California, Los Angeles
  • University of California, San Francisco
  • University of Chicago
  • University of Michigan
  • University of Oklahoma
  • The University of Texas Health Science Center, Houston
  • University of Wisconsin, Madison
  • Vanderbilt University

Investigators

  • Principal Investigator: Leonardo Aliaga, MD, Stanford University

Study Documents (Full-Text)

None provided.

More Information

Publications

Responsible Party:
Leonardo Aliaga, Clinical Instructor, Department of Emergency Medicine, Stanford University
ClinicalTrials.gov Identifier:
NCT05284838
Other Study ID Numbers:
  • 64099
First Posted:
Mar 17, 2022
Last Update Posted:
Jul 20, 2022
Last Verified:
Jul 1, 2022
Individual Participant Data (IPD) Sharing Statement:
No
Plan to Share IPD:
No
Studies a U.S. FDA-regulated Drug Product:
No
Studies a U.S. FDA-regulated Device Product:
No

Study Results

No Results Posted as of Jul 20, 2022