Simulation Based Learning and Academic Performance in Medical School

Academic Performance Clinical Trial

Official title:

Medical Simulation Teaching and Academic Performance Among Medical Students at a Medical School in Rural Uganda

Clinical Trial Details — Status: Recruiting

Administrative data

• NCT number: NCT04864756
• Other study ID #: 2020/MUST/SIM-II
• Status: Recruiting
• Phase: N/A
• Start date: June 1, 2019
• Est. completion date: December 30, 2022

Study information

• Verified date: April 2021
• Source: Mbarara University of Science and Technology
• Contact: Data Santorino, MD
• Phone: 0774500571
• Email: sdata[@]must.ac.ug
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

The investigators will use a multi-methods approach, including both qualitative and quantitative methods. In the quantitative methodology, the investigators will use a before and after approach to compare medical student grades/scores before and after the integration of Simulation based learning (SBL) in the curriculum. The hypothesis is that SBL will generally increase knowledge and skills and hence improve the scores from the theory (MCQ) and clinical (OSCE) examinations conducted outside simulated settings in the clinical departments.

Description:

Simulation faculty development will be measured by retention and engagement in simulation sessions. The investigators will use survival analysis methods and plot Kaplan Meier curves to calculate probability of retention and determine the factors that are associated with retention as derived from participant in-depth interviews and departmental meetings. A faculty member will be considered disengaged if they do not participate in simulation session for at least 6 months post training, despite reminders and opportunities for participation. Reasons for potential disengagement will be explored qualitatively. In the qualitative approach, the investigators will conduct in-depth key informant interviews (45 minutes to 1 hour) with administrators at the institution, namely Academic Registrar, Deans of Medical School, heads of Departments and Simulation facilitators (the post-graduate student trainers). The investigators will conduct focus group discussions (1 hour) with postgraduate simulation facilitators, the medical and nursing students before, during and after their enrollment in SBL. The interviews and focus group discussions will be audio-recorded and transcribed.

Recruitment information / eligibility

• Status: Recruiting
• Enrollment: 400
• Est. completion date: December 30, 2022
• Est. primary completion date: December 30, 2021
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 18 Years and older

Eligibility

Inclusion Criteria:

• Medical (Medicine and Nursing) students
• Enrolled in the Faculty of medicine at Mbarara University of Science and Technology
• Currently attending clinical years

Exclusion Criteria:

• Non clinical student years in the Faculty of Medicine
• not enrolled in Medicine or Nursing programs at Mbarara University of Science and Technology

Related Conditions & MeSH terms

• Academic Performance

Intervention

Other:
• Simulation based learning
Learning for medical students using simulation based techniques including scenario execution as a complement to conventional teaching methodologies

Locations

Country	Name	City	State
Uganda	Mbarara University of Science and Technology	Mbarara

Sponsors (5)

Lead Sponsor	Collaborator
Mbarara University of Science and Technology	Alberta Children's Hospital Research Institute, ELMA Foundation, Laerdal Foundation, University of Calgary

Country where clinical trial is conducted

Uganda, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Academic performance	Change in CGPA scores Before and after introduction of simulation based techniques	36 months after introduction of simulation based techniques
Secondary	Retention of academic faculty	Percentage of faculty retained in the training program	2 years after initiation of simulation based learning