Does Teaching Before or After Simulation Improve Learning?
Study Details
Study Description
Brief Summary
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.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
|
N/A |
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| Experimental: Simulation - Didactic Lecture Group This group will start with a Simulation and debrief followed by a didactic lecture afterwards. They will then complete a simulation 2 months later. |
Other: Simulation on Pediatric Status Epilepticus
The participants will complete a simulation session and debrief lead by a pediatric emergency medicine physician on status epilepticus.
Other: Didactic Lecture on Pediatric Status Epilepticus
The participants will complete a lecture on pediatric status epilepticus
|
| Experimental: Didactic Lecture - Simulation Group This group will start with a didactic lecture and then complete a simulation and debrief. They will then complete a simulation 2 months later. |
Other: Simulation on Pediatric Status Epilepticus
The participants will complete a simulation session and debrief lead by a pediatric emergency medicine physician on status epilepticus.
Other: Didactic Lecture on Pediatric Status Epilepticus
The participants will complete a lecture on pediatric status epilepticus
|
Outcome Measures
Primary Outcome Measures
- Change from baseline in resuscitation performance retention score 2 months post-initial training assessed using global simulation performance score [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 Outcome Measures
- Change in knowledge assessment score at 2 months post-initial training assessed using an MCQ [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.
- Learner satisfaction measured by Likert scale items after each simulation debrief [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
- Time to resuscitation metrics [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
Eligibility Criteria
Criteria
Inclusion Criteria:
- Second year medical student at the University of British Columbia
Exclusion Criteria:
- None
Contacts and Locations
Locations
| Site | City | State | Country | Postal Code | |
|---|---|---|---|---|---|
| 1 | BC Children's Hospital | Vancouver | British Columbia | Canada | V6H 3N1 |
Sponsors and Collaborators
- University of British Columbia
Investigators
- Principal Investigator: Melissa Chan, MD, Provincial Health Services Authority
Study Documents (Full-Text)
More Information
Publications
None provided.- H22-03760