Learning Efficacy and Motivation of Medical Students Between Different Teaching Materials and Methods in Clinical Training for Anesthesia and Perioperative Care
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 100
- 试验地点
- 1
- 主要终点
- Learning Efficacy
研究概览
简要总结
We created a curriculum based on clinical events with 360° camera on an interactive learning platform. We hypothesize that medical students will learn better and be motivated with the immersive 360 video and virtual reality headset during the clinical training.
详细描述
We created a curriculum based on rapid sequence induction before anesthesia induction with 360° camera and put it on an interactive learning platform. We hypothesize that medical students will have better learning efficacy and motivation with the immersive 360 video and virtual reality headset. Moreover, the learning engagement will be translated into clinical skills acquisition and medical knowledge retention.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Other
- 盲法
- Double (Investigator, Outcomes Assessor)
盲法说明
The assessors do not know the group assignment. The investigators who handle data analysis and statistics do not know the group assignment.
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
- •Medical students undergoing clinical rotation
排除标准
- •Unable to wear virtual reality headset
结局指标
主要结局
Learning Efficacy
时间窗: 6 months
Learning Efficacy that is assessed by questionnaire
Learning Motivation
时间窗: 6 months
Learning Motivation that is assessed by questionnaire
次要结局
- Clinical skills(6 months)