A Prospective Study of Standardized Coaching Language to Improve Endoscopy Training Quality
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 25
- 试验地点
- 1
- 主要终点
- Change in colonoscopy performance
研究概览
简要总结
The goal of this randomized control study is to determine if the use of standardized coaching language by faculty trainers for teaching colonoscopy is associated with improved colonoscopy performance. The main questions it aims to answer are:
- If the use of standardized coaching language is effective in improving colonoscopy training?
- If the use of standardized coaching language influences the clarity of instructions by the faculty trainers during colonoscopy teaching Participants will take part in simulated colonoscopy teaching encounter using a virtual reality simulator for 1 hour in 2 different sessions 2 weeks apart.
Researchers will compare 2 groups of faculty trainers to to see if the standardized coaching language effects the colonoscopy training quality.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 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
- •Faculty members who are endoscopy trainers in either pediatric or adult gastroenterology division at University of Texas Southwestern Medical Center or Children's Medical Center, Dallas
- •Fellow trainees in pediatric or adult gastroenterology division at University of Texas Southwestern Medical Center or Children's Medical Center, Dallas
排除标准
- •Advanced endoscopy fellows
- •Fellows beyond Post-Graduate Year-6 (PGY-6)
研究组 & 干预措施
Training Group
Faculty participants will participate in educational training designed to teach them standardized coaching language for endoscopy instruction and strategies to promote effective communication during an endoscopy teaching. It will be comprised of:
- A 15-minute-long training video demonstrating the use of recommended coaching language for endoscopy instruction (e.g., recommended 14 standard terms, need to refer to the screen when directing a trainee as opposed to their hands, use of a clockface analogy) and communication best practices (e.g., checking to ensure understanding, avoidance of cognitive overload, task deconstruction)
- The faculty will be given a small (10x10 cm) flash card with the recommended 14 standard terms which they can access during the second simulated encounter. To control for any potential effect of the presence of the card on the trainee during teaching, each faculty be given an identical card with 14 random words on it to hold during the first encounter
干预措施: Educational Training on standardized coaching language (Other)
Control Group
Faculty participants will take part in 'dummy' educational training comprised of:
- A 15-minute-long 'dummy' colonoscopy training video which outlines how to set goals ahead of an endoscopy training session. The video will not discuss standardized coaching language and/or communication best practices
- This group will also be provided a small (10x10cm) flash card but with random words on it (identical to the first simulated colonoscopy teaching encounter).
干预措施: Educational Training on goal setting (Other)
结局指标
主要结局
Change in colonoscopy performance
时间窗: Change from Baseline colonoscopy performance at 2 weeks
The de-identified video-recording of the simulated colonoscopy will be assessed by blinded external rater. This will be done using the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT) which is a colonoscopy assessment tool with strong validity evidence. For the GiECAT, 6 global rating items on supervision scale (measuring from 1 to 5) and 5 checklist items which are applicable to simulated procedures (i.e., no patients involved) will be used. Since it is a competency based tool with a checklist, there is no maximum score, but instead is a rating scale. To ensure blinding, only the trainee's gloved hands will be seen, and the videos used for assessment of colonoscopy performance will not have sound to control for any effects the faculty instruction may have on the ratings of performance.
次要结局
- Change in Cognitive load(Change from Baseline cognitive load at 2 weeks)
- Change in 'Red-out' time(Change from baseline time in red-out at 2 weeks)
- Change in time to cecum(Change from baseline time to cecum at 2 weeks)
- Change in the Clarity of instruction (trainee's perception)(Change from Baseline trainer's language assessment at 2 weeks)
- Change in the trainer's language (assessed by linguistics expert)(Change from Baseline trainer's language assessment at 2 weeks)
- Semi-structured interview of the faculty instructor(At 2 weeks)
- Semi-structured interview of the trainees(At 2 weeks)
研究者
Roopa Vemulapalli
Associate Professor
University of Texas Southwestern Medical Center