Factors Affecting Medical Student Learning in Simulation Scenarios

This study has been completed.
Sponsor:
Information provided by (Responsible Party):
Imogen Davies, University of Oxford
ClinicalTrials.gov Identifier:
NCT01117467
First received: May 4, 2010
Last updated: June 18, 2012
Last verified: June 2012
  Purpose

Simulation is used to teach undergraduate and postgraduate healthcare professionals, however it is not known how best to use this resource. Using qualitative methods, this study aims to investigate how medical students learn during simulation scenarios and will compare students who are paired with peers with those who are solo during their scenarios. Video and audio data from simulations will be collected and analysed with anxiety and empathy questionnaire data and semi-structured interviews.


Condition Intervention
Learning
Other: Simulation scenario

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Open Label
Official Title: Factors Affecting Medical Student Learning in Simulation Scenarios

Resource links provided by NLM:


Further study details as provided by University of Oxford:

Primary Outcome Measures:
  • Learning during simulation scenario as measured qualitatively [ Time Frame: 2 years ] [ Designated as safety issue: No ]

Enrollment: 76
Study Start Date: May 2010
Study Completion Date: December 2010
Primary Completion Date: December 2010 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: Solo
Students will perform their simulation scenario solo and receive feedback within the group
Other: Simulation scenario
Students will perform their simulation scenario solo and receive feedback within the group
Experimental: Paired
Students will be paired with one of their peers for this simulation scenario
Other: Simulation scenario
Students performing their scenario will be paired, not solo

Detailed Description:

Medical students attending a simulation day will either perform their simulation paired with another student from the group or solo. Video data from the scenario and audio data from the feedback session will be retained. One week later students will perform a second scenario and the feedback following this will be retained. Students will also have a semi-structured interview and complete anxiety and empathy questionnaires.

  Eligibility

Ages Eligible for Study:   18 Years to 60 Years
Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria:

  • All final year medical students at the study university who are allocated to attend the anaesthesia special study module

Exclusion Criteria:

  • Non-English speakers
  • Visiting students who will be unable to complete the study
  • Students who refuse to participate
  Contacts and Locations
Please refer to this study by its ClinicalTrials.gov identifier: NCT01117467

Locations
United Kingdom
University of Oxford
Oxford, Oxfordshire, United Kingdom, OX3 9HW
Sponsors and Collaborators
University of Oxford
Investigators
Principal Investigator: Imogen Davies, MB BCh University of Oxford
  More Information

No publications provided

Responsible Party: Imogen Davies, Clinical Lecturer, University of Oxford
ClinicalTrials.gov Identifier: NCT01117467     History of Changes
Other Study ID Numbers: 10/H0501/7
Study First Received: May 4, 2010
Last Updated: June 18, 2012
Health Authority: United Kingdom: Research Ethics Committee

Keywords provided by University of Oxford:
Simulation
Learning
Medical Students
Empathy
Anxiety

ClinicalTrials.gov processed this record on April 17, 2014