Factors Affecting Medical Student Learning in Simulation Scenarios
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- University of Oxford
- Enrollment
- 76
- Locations
- 1
- Primary Endpoint
- Learning during simulation scenario as measured qualitatively
Study Overview
Brief Summary
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.
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.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Masking
- None
Eligibility Criteria
- Ages
- 18 Years to 60 Years (Adult)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
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
Arms & Interventions
Solo
Students will perform their simulation scenario solo and receive feedback within the group
Intervention: Simulation scenario (Other)
Paired
Students will be paired with one of their peers for this simulation scenario
Intervention: Simulation scenario (Other)
Outcomes
Primary Outcomes
Learning during simulation scenario as measured qualitatively
Time Frame: 2 years
Secondary Outcomes
No secondary outcomes reported
Investigators
Imogen Davies
Clinical Lecturer
University of Oxford