One-day Training Simulation With 4 Immersive Scenarios Clinical Trial
Official title:
Comparison of Learning Outcomes Between the Roles of Learner (Actor-spectator and Spectator-only) During an Immersive Simulation
| Verified date | November 2018 |
| Source | Université Paris-Sud |
| Contact | n/a |
| Is FDA regulated | No |
| Health authority | |
| Study type | Interventional |
The use of simulation in medical education has been associated with positive results in the
acquisition of knowledge, skills, behaviors and in patient outcome. According to Kolb et al,
high-fidelity simulation provides concrete experience that is the basis for self-reflection,
further experimentation and immersive learning named experiential learning. However the
important number of learners and the extensive human resources required to deliver mannequin
patient-based simulation limit its use for initial and repeated training. In general, 2-4
trainees participate in each scenario while others may look at the progress of the scene
through video transmission in a neighboring room while all trainees met thereafter for the
debriefing. In typical learning sessions, all trainees act as a participant at least once.
However, due to the increasing number of trainees, the investigators anticipate that some
trainees might remain spectators during the whole simulation session.
In our simulation unit (LabForSIMS- Faculté de Médecine Paris Sud), a simulation session for
all third to forth year anesthesia residents (PGY3-4) of Ile de France has been established a
few years ago. Each session includes a one-day training with 4 different immersive scenarios
using a high fidelity mannequin. Each scenario is attended by 3 residents. In years before
2014, the number of anesthesia residents to be trained was 35 and each of them could play the
role of an actor at least once in the session (actor-spectator). In a previous preliminary
study, the investigators found that the learning outcomes were similar for all residents at
the end of the day, whatever the scenario in which they had played and those scenarios for
which they had remained spectators. This led to the hypothesis that being an actor in a
scenario might be less important than attending the whole session and participating in all
debriefings. However, to our knowledge, few study has explored the outcomes of the learning
process for spectators-only.
The number of residents sharply increased to 110 from 2014 to 2016. Due to time constraints
and limitation in the number of trained teachers, the investigators see that inevitably,
several trainees will remain spectators during the whole session. The purpose of this study
is thus to determine whether the status of the learner (actor-spectator vs spectator-only)
during an immersive simulation has an impact of learning outcomes.
| Status | Completed |
| Enrollment | 107 |
| Est. completion date | October 2016 |
| Est. primary completion date | October 2016 |
| Accepts healthy volunteers | Accepts Healthy Volunteers |
| Gender | All |
| Age group | 18 Years and older |
| Eligibility |
Inclusion Criteria: - 3nd to 4rd year anesthesia (PGY3-PGY4) residents of Ile de France registered to the simulation session - And having agreed to participate Exclusion Criteria: - Subjects incapable of giving consent: incapacitated (subjects under guardianship), minors (< 18 years) - Refusal to participate in the study - Refusal to sign the confidentiality clause |
| Country | Name | City | State |
|---|---|---|---|
| France | Faculté de médecine Paris Sud | Le Kremlin Bicêtre |
| Lead Sponsor | Collaborator |
|---|---|
| Université Paris-Sud |
France,
| Type | Measure | Description | Time frame | Safety issue |
|---|---|---|---|---|
| Primary | Evaluation of learning: (1) Satisfaction (Kirkpatrick Level 1 ) | A satisfaction questionnaire will be recorded at the end of the simulation session (Likert scale (0 to 10)). | 3 months | |
| Primary | Evaluation of learning: (2) Evaluation of medical knowledge (Kirkpatrick level 2) | Before (pre test) and following (post test) the simulation one-day session, residents will complete a test of medical knowledge, indicating their role. | 3 months | |
| Primary | Evaluation of learning: (3) Evaluation of non-technical skills (Kirkpatrick level 2) | An auto evaluation questionnaire evaluating self perceived non-technical skills will be recorded at the end of the simulation one-day session (Likert scale (0 to 10)). | 3 months | |
| Primary | Evaluation of learning: (4) Evaluation of changes in professional practice (Kirkpatrick Level 3) | A questionnaire evaluating if the simulation program will modify professional practice will be recorded at the end of the simulation session (Likert scale (0 to 10)). | 3 months | |
| Secondary | Learning retention: Evaluation of medical knowledge and non technical skills (Kirkpatrick level 2), and changes in professional practice (Kirkpatrick Level 3) | The same questionnaire will be recorded three months after the sessions | 4 months |