Evaluation of Different Teaching- and Learningmethods

NCT05066204 | Completed

• 1 other identifier: 2021-16112 EK RLP
• Study Type: interventional
• Target: 40
• Locations: 1 country
• Sites: 1

Brief Summary

Due to the corona pandemia and the consecutive reduction of teaching students face to face the imparting of medical skills is limited. Video sequences may be an adequate alternative to educate selected practical skills. The investigators explored this aspect in spring 2021 concerning the humeral intraosseous access. This study was registered under ClinicalTrials: NCT04842357. Data is still under statistical analysis and not published yet. As a secondary endpoint we found participant having done self-study first and watched a teaching-video one week later performed better than participant in the vice versa sequence. This may have important curricular implications. So, we launch the present study to investigate, if the sequence: Self-Study, then Teaching-Video is more efficient than vice versa.

Conditions

Complication of Infusion; Education, Medical

Outcome Measures

Primary Outcomes (1)

• sum of score

  sum of the score used to evaluate the particpants' performance by video records

  1 Day

Study Arms (2)

Sequence: self-study, then teaching video

OTHER

Participants first do self-study, then right afterwards watch a teaching video, then become tested on a simulator and are videorecorded for evaluation

Other: Sequence of teaching-/learningmethod

Sequence: teaching video, then self study

OTHER

Participants first watch a teaching video, then do self-study, then become tested on a simulator and are videorecorded for evaluation

Other: Sequence of teaching-/learningmethod

Interventions

Sequence of teaching-/learningmethod OTHER

see: arm/group descriptions

Sequence: self-study, then teaching video; Sequence: teaching video, then self study

Eligibility Criteria

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

You may qualify if:

• voluteer medical students in their last year of medical school (i.e. after 2nd state board in Germany)
• writen informed consert

You may not qualify if:

• denial of participation

Sponsors & Collaborators

• Johannes Gutenberg University Mainz: lead

Study Sites (1)

University Hospital Centre Mainz

Mainz, RLP, 55131, Germany

Location

Related Publications (1)

• Ott T, Demare T, Mohrke J, Silber S, Schwab J, Reuter L, Westhphal R, Schmidtmann I, Dietz SO, Pirlich N, Ziebart A, Engelhard K. Does an instructional video as a stand-alone tool promote the acquisition of practical clinical skills? A randomised simulation research trial of skills acquisition and short-term retention. BMC Med Educ. 2024 Jul 2;24(1):714. doi: 10.1186/s12909-024-05714-6.

  PMID: 38956562 DERIVED

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: INVESTIGATOR
• Masking Details: Investigator are blinded/masked against the study arm of the particular assessed participant.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Thomas Ott, M.D., DESA, Scientific consultant of the simulation center, Department of Anesthesiology, University Hospital Center

Model Details: Two unbound samples running through a different sequence of teching-/learningmethods

Study Record Dates

• First Submitted: September 23, 2021
• First Posted: October 4, 2021
• Study Start: May 17, 2021
• Primary Completion: December 10, 2021
• Study Completion: March 29, 2022
• Last Updated: April 7, 2022

Record last verified: 2022-03

Data Sharing

• IPD Sharing: Will not share

Locations

DE (1)