Simulation Clinical Trial
Official title:
Clinical Simulation as a Learning Tool in Medical Students
The hypothesis of our work is that with the simulation techniques applied in the Medical School of the Autonomous University of Barcelona (UAB), students accelerate the learning curve of clinical skills, acquire transversal skills in medicine, and obtain a higher quality learning.
Status | Recruiting |
Enrollment | 84 |
Est. completion date | September 22, 2022 |
Est. primary completion date | June 22, 2022 |
Accepts healthy volunteers | No |
Gender | All |
Age group | N/A and older |
Eligibility | Inclusion Criteria: - Students in the 3rd year of medicine at the UAB (Autonomous University of Barcelona) who, at the beginning of the study, have not carried out any type of hospital clinical practice or clinical simulation. Exclusion Criteria: - Students with prior experience in hospital clinical practice or clinical simulation - Students who have not attended clinical practices or simulation classes |
Country | Name | City | State |
---|---|---|---|
Spain | Autonomous University of Barcelona | Bellaterra | Barcelona |
Lead Sponsor | Collaborator |
---|---|
Corporacion Parc Tauli |
Spain,
Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hamstra SJ. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA. 2011 Sep 7;306(9):978-88. doi: 10.1001/jama.2011.1234. Revie — View Citation
Hatala R, Ainslie M, Kassen BO, Mackie I, Roberts JM. Assessing the mini-Clinical Evaluation Exercise in comparison to a national specialty examination. Med Educ. 2006 Oct;40(10):950-6. — View Citation
Leblanc VR. Review article: simulation in anesthesia: state of the science and looking forward. Can J Anaesth. 2012 Feb;59(2):193-202. doi: 10.1007/s12630-011-9638-8. Epub 2011 Dec 17. Review. — View Citation
McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Acad Med. 2011 Jun;86( — View Citation
Norcini JJ, Blank LL, Arnold GK, Kimball HR. Examiner differences in the mini-CEX. Adv Health Sci Educ Theory Pract. 1997;2(1):27-33. — View Citation
Norcini JJ, Blank LL, Arnold GK, Kimball HR. The mini-CEX (clinical evaluation exercise): a preliminary investigation. Ann Intern Med. 1995 Nov 15;123(10):795-9. — View Citation
Norcini JJ, Blank LL, Duffy FD, Fortna GS. The mini-CEX: a method for assessing clinical skills. Ann Intern Med. 2003 Mar 18;138(6):476-81. — View Citation
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | to know the effectiveness of simulation in 3rd year medical students, through the objective evaluation of clinical and transversal competences with Mini Clinical Evaluation Exercise (Mini-CEX) | Evaluation of competencies through Mini-CEX, which is done in 3 different moments of each course: at the beginning; after clinicar care practice or simulation session; and at the end of the course after clinical care practice and simulation session. | Through study completion, an average of 6 months. | |
Secondary | To know the effect of clinical care practice in 3rd year medical students | Evaluation of competencies through Mini-CEX, which is done in 3 different moments of each course: at the beginning; after clinicar care practice or simulation session; and at the end of the course after clinical care practice and simulation session. | Through study completion, an average of 6 months. | |
Secondary | To compare the effect of simulation with that of clinical practice | Evaluation of competencies through Mini-CEX, which is done in 3 different moments of each course: at the beginning; after clinicar care practice or simulation session; and at the end of the course after clinical care practice and simulation session. | Through study completion, an average of 6 months. | |
Secondary | Qualitative analysis of the simulation by analyzing its objectives by questionnaire | Questionnaire to assess the achievement of the objectives of the simulation sessions (medical history, physical examination, doctor-patient relationship and correct diagnosis) and the emotional state of the participant in the scenario of simulation (nervousness and comfort). In each simulation session, we evaluated each case with this questionnaire that had to be answered by the student who did the simulation, the observer students and the teacher. The questionnaire had a categorical evaluation (achieved, partially achieved or non achieved) for every teaching objective. | Through study completion, an average of 6 months. | |
Secondary | Contrast the evaluation of the objectives between student who did the simulation, observer students and teacher, by questionnaire | Questionnaire to assess the achievement of the objectives of the simulation sessions (medical history, physical examination, doctor-patient relationship and correct diagnosis) and the emotional state of the participant in the scenario of simulation (nervousness and comfort). In each simulation session, we evaluated each case with this questionnaire that had to be answered by the student who did the simulation, the observer students and the teacher. The questionnaire had a categorical evaluation (achieved, partially achieved or non achieved) for every teaching objective. | Through study completion, an average of 6 months. | |
Secondary | Contrast the evaluation of the objectives between the different cases of each session by questionnare | Questionnaire to assess the achievement of the objectives of the simulation sessions (medical history, physical examination, doctor-patient relationship and correct diagnosis) and the emotional state of the participant in the scenario of simulation (nervousness and comfort). In each simulation session, we evaluated each case with this questionnaire that had to be answered by the student who did the simulation, the observer students and the teacher. The questionnaire had a categorical evaluation (achieved, partially achieved or non achieved) for every teaching objective; and a numerical evaluation with a visual analog scale from 0 to 10 for every teaching objective and the emotional state. | Through study completion, an average of 6 months. | |
Secondary | Analysis of emotional interference in the evaluation of objectives by visual analog scale | The emotional state of the participant in the scenario of simulation (nervousness and comfort) was evaluated in each case with a numerical evaluation by a visual analog scale from 0 to 10. VSA had to be answered by the student who did the simulation, the observer students and the teacher. | Through study completion, an average of 6 months. | |
Secondary | To evaluate the quality of the clinical simulation | Quality and satisfaction survey of the clinical simulation carried out by the participants at the end of the simulation. The investigators used a validated survey with 11 questions evaluated numerically from 1 to 5 (1 very disagree and 5 very agree). | Through study completion, an average of 6 months. | |
Secondary | Numerical analysis of the simulation by analyzing its objectives by visual analog scale | Numerical evaluation with a visual analog scale from 0 to 10 for every teaching objective. | Through study completion, an average of 6 months. | |
Secondary | Contrast the evaluation of the objectives between student who did the simulation, observer students and teacher, by visual analog scale | Numerical evaluation with a visual analog scale from 0 to 10 for every teaching objective by the student who did the simulation, the observer students and the teacher. | Through study completion, an average of 6 months. | |
Secondary | Contrast the evaluation of the objectives between the different cases of each session by visual analog scale | Numerical evaluation with a visual analog scale from 0 to 10 for every teaching objective in each case of the session of simulation. | Through study completion, an average of 6 months. |
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