Factors Affecting Medical Student Learning in Simulation Scenarios
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 76
- 试验地点
- 1
- 主要终点
- Learning during simulation scenario as measured qualitatively
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 60 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •All final year medical students at the study university who are allocated to attend the anaesthesia special study module
排除标准
- •Non-English speakers
- •Visiting students who will be unable to complete the study
- •Students who refuse to participate
研究组 & 干预措施
Solo
Students will perform their simulation scenario solo and receive feedback within the group
干预措施: Simulation scenario (Other)
Paired
Students will be paired with one of their peers for this simulation scenario
干预措施: Simulation scenario (Other)
结局指标
主要结局
Learning during simulation scenario as measured qualitatively
时间窗: 2 years
次要结局
未报告次要终点
研究者
Imogen Davies
Clinical Lecturer
University of Oxford