Comparison of Learning Outcomes Between the Roles of Learner During an Immersive Simulation

NCT02804425 | Completed

• 1 other identifier: LabForSIMS-001
• Study Type: interventional
• Target: 107
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

One-day Training Simulation With 4 Immersive Scenarios

Keywords

Medical Education; Simulation; Anesthesia crisis management; Learning outcomes

Outcome Measures

Primary Outcomes (4)

• 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

• 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

• 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

• 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 Outcomes (1)

• Learning retention: Evaluation of medical knowledge and non technical skills (Kirkpatrick level 2), and changes in professional practice (Kirkpatrick Level 3)

  4 months

Study Arms (2)

"actor-spectator" group

EXPERIMENTAL

actor at least once during the immersive simulation session

Other: actor-spectator

"spectator-only" group

NO INTERVENTION

observer during the whole one-day session but participation in the debriefing part of the four scenarios

Interventions

actor-spectator OTHER

"actor-spectator" group : actor at least once during the simulation session

"actor-spectator" group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• nd to 4rd year anesthesia (PGY3-PGY4) residents of Ile de France registered to the simulation session
• And having agreed to participate

You may not qualify if:

• Subjects incapable of giving consent: incapacitated (subjects under guardianship), minors (\< 18 years)
• Refusal to participate in the study
• Refusal to sign the confidentiality clause

Sponsors & Collaborators

• Université Paris-Sud: lead

Study Sites (1)

Faculté de médecine Paris Sud

Le Kremlin-Bicêtre, 94275, France

Location

Study Officials

• Antonia Blanie

  Faculté de médecine Paris Sud

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: M.D.

Study Record Dates

• First Submitted: June 7, 2016
• First Posted: June 17, 2016
• Study Start: June 20, 2016
• Primary Completion: October 1, 2016
• Study Completion: October 1, 2016
• Last Updated: November 23, 2018

Record last verified: 2018-11

Data Sharing

• IPD Sharing: Will share

Locations

FR (1)