A Comparative Study Between Simulation-based and Problem-based Learning in Difficult Airway Management Workshop

Education Clinical Trial

Official title:

Faculty of Medicine Siriraj Hospital

Clinical Trial Details — Status: Recruiting

Administrative data

• NCT number: NCT02993393
• Other study ID #: 369/2558(EC3)
• Status: Recruiting
• Phase: N/A
• First received: December 9, 2016
• Last updated: December 12, 2016
• Start date: August 2015
• Est. completion date: February 2017

Study information

• Verified date: December 2016
• Source: Siriraj Hospital
• Contact: Mrs.Parichad Apidechakul, MPA. B.Ns.
• Phone: 897942082
• Email: dao_pari[@]yahoo.com
• Is FDA regulated: No
• Study type: Observational

Clinical Trial Summary

Abstract Background and Goal of study Teaching and learning in airway management are essential in anesthetic field. Though simulation-based and problem-based learning are sophisticated learning tool, neither of them manifests the superior benefit. We would like to compare the teachers' and students' attitudes on these two learning methods.

Material and Methods After IRB approval No. 369/2558(EC3). A prospective, questionnaires-based study was performed amongst volunteered, consent-signed, 10 anesthesiologists and 40 nurse anesthetist students. After stratified randomization, ten students simultaneously attended either SBL or PBL course one at a time. Six weeks later, a crossover technique was applied for both groups. At the end of project, teachers and students had to response to Likert's scale questionnaires.

The teachers' questionnaire based on table of specification of the learning contents, consisted of 4 parts: airway evaluation, patient preparation, strategic planning and follow up care. The students' questionnaire comprised 3 parts: learning content, process and evaluation.

The validation of the questionnaire was determined by three board-certified anesthesiologists. The index of item objective congruence was 0.80 and 0.82 with Cronbach's Alpha of 0.97 and 0.92 respectively.

Description:

Introduction Currently, teachers have emphasized the instructional strategies and enthusiasm in critical thinking to students to understand the educational course1. As coaching mentors, they search for innovative teaching models to reach the learning target 2. In anesthesia, a training program of nurse students involves several teaching methods such as seminars, journal clubs as well as topic, didactic, simulation and problem-based learning 13, 14.

Simulation-based learning in medicine utilizes aides such as manikins or actors to replicate clinical scenarios. It yields the acquisition of skills through deliberate practice rather than an apprentice style of learning 22. However, problem-based learning is a small group discussions where students are active, learner-centered, or self-directed learning to the topic assignments. Teachers play role as moderators or facilitators 21.

Teaching and learning in airway management are essential in anesthetic field. The personnel need to be keen both basic and advance knowledge owing to its applications to the benefits of patients' life. At present, the diversity of learning techniques (PBL and SBL) allows sophisticated devices as an interactive learning tool to cope with all difficulties in details.

Nevertheless, neither PBL nor SBL manifests the superior benefit of instructional process and learning content xx. Chin KL, et al. (2014) concluded that simulation was superior to case-based learning in teaching diabetic ketoacidosis and thyroid storm to the final-year, undergraduate pharmacy students. Randolph H, et al. (2006) revealed that students who learned critical assessment and management skills using full-scale, high- fidelity simulation, performed better than students who acquired similar skills in an interactive problem-based learning format.

As either PBL or SBL on difficult airway management is based upon the same table of specifications and experienced instructors. We would like to compare the teachers' and students' attitudes on these two learning methods.

Objectives To compare between PBL and SBL in terms of learning content, instructional and evaluation methods

Material and Methods After IRB approval No. 369/2558(EC3). A prospective, questionnaires-based study was performed amongst 40 volunteered, consent-signed nurse anesthetist students. The inclusion criteria for teachers were anesthesiologists who have involved in SBL and PBL with more than 3 years of experience in teaching. The inclusion criteria for students were nurse anesthetist students in the academic years of 2015. The exclusion criteria of both groups were ones who did not fit all qualifications.

After stratified randomization, ten nurse anesthetist students attended either SBL or PBL course one at a time. The one-day workshops were performed simultaneously. Six weeks later, a crossover technique was applied for both groups. At the end of project, teachers and students had to response to Likert's scale questionnaires: 4 = very suitable, 3 = suitable, 2 = unsuitable, 1 = very unsuitable.

The teachers' questionnaire based on table of specification of the learning contents, consisted of 4 parts: airway evaluation (history taking and physical examination), patient preparation (equipments and experienced helpers), 5 strategic planning (facemask ventilation, supraglottic airway device, laryngoscopy, tracheal intubation and failed intubation) and follow up care (documentation and informative advice).

On the other hand, the students' questionnaires comprised 3 parts: learning content, process and evaluation.

The correctness and appropriateness of the questionnaires (content validity) were determined by three board-certified anesthesiologists who had at least ten year experiences in anesthesia and were not involved in the project. The tryout was performed by ten novice nurse anesthetists and five anesthesiologists on students' and teachers' matters respectively. The index of item objective congruence was 0.80 and 0.82 with Cronbach's Alpha of 0.97 and 0.92 respectively. We used percentage, mean, standard deviation and student t-Test for data analysis at the significant level of 0.05 with 95% confident interval.

Recruitment information / eligibility

• Status: Recruiting
• Enrollment: 50
• Est. completion date: February 2017
• Est. primary completion date: December 2016
• Accepts healthy volunteers: No
• Gender: All
• Age group: 25 Years and older

Eligibility

Inclusion Criteria:

• anesthesiologists who have involved in SBL and PBL with more than 3 years of experience in teaching.

• nurse anesthetist students in the academic years of 2015.

Exclusion Criteria:

• ones who did not fit all qualifications.

Related Conditions & MeSH terms

• Education

Intervention

Other:
• Teacher
The teachers' questionnaire based on table of specification of the learning contents, consisted of 4 parts: airway evaluation, patient preparation, strategic planning and follow up care.
• Student
The students' questionnaire comprised 3 parts: learning content, process and evaluation.

Locations

Country	Name	City	State
Thailand	Parichad Apidechakul	Nonthaburi

Sponsors (1)

Lead Sponsor	Collaborator
Siriraj Hospital

Country where clinical trial is conducted

Thailand, 

References & Publications (5)

Al-Elq AH. Simulation-based medical teaching and learning. J Family Community Med. 2010 Jan;17(1):35-40. doi: 10.4103/1319-1683.68787. — View Citation

Chilkoti G, Mohta M, Wadhwa R, Saxena AK. Problem-based learning research in anesthesia teaching: current status and future perspective. Anesthesiol Res Pract. 2014;2014:263948. doi: 10.1155/2014/263948. Epub 2014 May 29. Review. — View Citation

Lorello GR, Cook DA, Johnson RL, Brydges R. Simulation-based training in anaesthesiology: a systematic review and meta-analysis. Br J Anaesth. 2014 Feb;112(2):231-45. doi: 10.1093/bja/aet414. Epub 2013 Dec 23. Review. — View Citation

Reilly A, Spratt C. The perceptions of undergraduate student nurses of high-fidelity simulation-based learning: a case report from the University of Tasmania. Nurse Educ Today. 2007 Aug;27(6):542-50. Epub 2006 Oct 25. — View Citation

Rowan CJ, McCourt C, Beake S. Problem based learning in midwifery--the students' perspective. Nurse Educ Today. 2008 Jan;28(1):93-9. Epub 2007 May 11. — View Citation

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Student's point of view	Likert's scale questionnaires 4 = very suitable, 3 = suitable, 2 = unsuitable, 1 = very unsuitable.	1 year
Secondary	Teacher's point of view	Likert's scale questionnaires 4 = very suitable, 3 = suitable, 2 = unsuitable, 1 = very unsuitable.	1 year