Learning Crisis Resource Management: Practicing Versus Observational Role in Simulation Training

This study is currently recruiting participants.
Verified June 2013 by Ottawa Hospital Research Institute
Sponsor:
Information provided by (Responsible Party):
Ottawa Hospital Research Institute
ClinicalTrials.gov Identifier:
NCT01653704
First received: July 16, 2012
Last updated: June 19, 2013
Last verified: June 2013

July 16, 2012
June 19, 2013
March 2012
August 2013   (final data collection date for primary outcome measure)
performance of the participants in a simulated post test scenario [ Time Frame: 2 years ] [ Designated as safety issue: No ]
After the intervention of either actively managing or observing a simulated crisis scenario, the participants will then each actively manage another simulated crises scenario and their performance will be scored on a global rating scale for crisis resource management.
Same as current
Complete list of historical versions of study NCT01653704 on ClinicalTrials.gov Archive Site
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Learning Crisis Resource Management: Practicing Versus Observational Role in Simulation Training
Learning Crisis Resource Management: Practicing Versus Observational Role in Simulation Training

The purpose of this study is to compare the effectiveness in learning crisis resource management (CRM) principles when being an active participant in simulation-based education versus being an observer participant. The investigators hypothesize that active participants will improve their CRM skills more than observer participants.

This will be a prospective randomized controlled study. Participants will be randomized to one of two groups with stratification according to their level of training: the active group and the observer group. Each participant of the active group will be paired with one of the participants from the observer group. The active participant will manage individually a simulated crisis scenario (pretest) while the paired observer participant will observe the scenario from outside the simulation room using a video transmission system. Immediately after, both participants will be debriefed by a trained instructor focused on CRM principles. The same active and observer participants will then individually manage another simulated crisis scenario (post-test). Two independent raters, blinded to the study design and to the randomization groups, will review the videos of all scenarios in a random order and rate each participant on their CRM performance using a global rating scale (GRS).

Interventional
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Allocation: Randomized
Intervention Model: Single Group Assignment
Masking: Double Blind (Subject, Outcomes Assessor)
Focus of Study is Teaching Crisis Resource Management
  • Behavioral: observational role
    observational role in crisis scenario
  • Behavioral: active role
    active role in managing crisis scenario
  • Experimental: active management of crises scenario
    participants assigned to actively manage a crisis scenario
    Intervention: Behavioral: active role
  • Active Comparator: Observer role in crisis scenario
    Observational role in management of crises scenario
    Intervention: Behavioral: observational role
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*   Includes publications given by the data provider as well as publications identified by ClinicalTrials.gov Identifier (NCT Number) in Medline.
 
Recruiting
50
July 2014
August 2013   (final data collection date for primary outcome measure)

Inclusion Criteria:

  • emergency medicine residents from the University of Ottawa
Both
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No
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Canada
 
NCT01653704
20120008-01H
No
Ottawa Hospital Research Institute
Ottawa Hospital Research Institute
Not Provided
Principal Investigator: Anita Lai, MD University of Ottawa
Principal Investigator: Sylvain Boet, MD University of Ottawa
Ottawa Hospital Research Institute
June 2013

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP