The FAIL CT Study: Facilitating Adaptive Expertise in Learning Computed Tomography, a Multi-center Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 150
- 试验地点
- 1
- 主要终点
- Percent correct on an assessment of transfer of skills (adaptive expertise)
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Double (Participant, Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Study participation will be available to all current emergency medicine residents at Stanford and at thirteen external sites.
排除标准
- •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
研究组 & 干预措施
Error Management Training (Difficult)
Participants receive the learning strategy Error Management Training and encounter difficult questions.
干预措施: Error Management Training (Difficult) (Other)
Error Management Training (Easy)
Participants receive the learning strategy Error Management Training and encounter easy questions.
干预措施: Error Management Training (Easy) (Other)
Error Avoidance Training
Participants receive the learning strategy Error Avoidance Training.
干预措施: Error Avoidance Training (Other)
结局指标
主要结局
Percent correct on an assessment of transfer of skills (adaptive expertise)
时间窗: 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%.
次要结局
- Effect of post-graduate year level on post-test performance(Immediately after instructional session (up to 60 minutes to complete the assessment))
- Mediation effect of errors on performance on the adaptive expertise cases(Number of errors will be measured during the educational intervention)
- Percent correct on an assessment of post-session proficiency for learning objectives (routine expertise)(Immediately after instructional session (up to 60 minutes to complete the assessment))
研究者
Leonardo Aliaga
Clinical Instructor, Department of Emergency Medicine
Stanford University