E-learning Teaching During Anesthesia Residency

NCT07121400 | Completed

• 1 other identifier: E2015-53
• Study Type: interventional
• Target: 54
• Locations: 0 countries
• Sites: N/A

Brief Summary

E-learning is in expansion although its pedagogical performance has not been validated in the anesthesia residency. E-learning can be divided into passive e-learning; guided e-learning, interactive e-learning, and adaptive e-learning. The objective was to compare the impact of passive e-learning versus interactive e-learning on anesthesia residents' acquisition of theoretical knowledge and clinical reasoning.

Conditions

Learning; Anesthesia; Resident Education

Keywords

E-learning; anesthesia residency; resident education; computer-assisted learning; clinical knowledge assessment

Outcome Measures

Primary Outcomes (1)

• Comparison of the theoretical clinical knowledge score between the two e-learning groups

  The score used was the means of the paired within-subject differences (delta) of clinical knowledge scores (pre-and post-test). The score could range from 0 to 50 points.

  One month after pre-test

Secondary Outcomes (5)

• The comparison of clinical reasoning scores between the two e-learning groups

  one month

• Self-reported difficulty in accessing the pedagogical platform for the Int-EL group and the access to the documents for the Pass-EL group.

  one month

• Self-reported difficulty to validate the MCQs felt by the students of the Int-EL group.

  one month

• Self-reported e-learning usage between the two e-learning groups of the means.

  One month

• Student satisfaction score between the two e-learning groups

  One month

Study Arms (2)

Passive-E-Learning group (received by email the documents and didn't have access to the platform)

NO INTERVENTION

The Passive-E-Learning group only received by email the documents (French experts' recommendations and slide presentation lectures on the management of diabetic patients in anesthesia) and did not have access to the pedagogical internet platform.

Interactive-E-Learning group

EXPERIMENTAL

The interactive-E-Learning group (Int-EL group) had full access to a pedagogical internet platform with online documents; national experts' recommendations on the management of the diabetic patient in anesthesia, slides presentation lectures on the topic by local university teachers, and, the possibility to contact a virtual mentor (anaesthesiologist of our department) by email for interactive discussion or questions about the topic. The course website was constructed using an online secured program with a unique identification form and password for each resident of the Int-EL group.

Procedure: Interactive e-learning-group

Interventions

Interactive e-learning-group PROCEDURE

The Interactive-E-learning group had full access to a pedagogical internet platform with online documents; national experts' recommendations on the management of diabetic patients in anesthesia, slide presentation lectures on the topic by local university teachers, and, the possibility to contact a virtual mentor (anaesthesiologist of our department) by email for interactive discussion or questions about the topic.

Interactive-E-Learning group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• All anesthesiology residents from first to fourth year in both centers (participants)

Sponsors & Collaborators

• University Hospital, Rouen: lead

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Doctor

Model Details: The participants were randomized into a Passive E-learning group (Pass-EL group) and a Interactive E-learning group (Int-EL group). The Pass-EL group had documents sent by email and the Int-EL group had access to a pedagogical internet platform. A test composed of one clinical case, evaluating the clinical knowledge, and, 15 script concordance tests (SCT), evaluating the clinical reasoning, was conducted before and after e-learning. The outcome of the comparison was the means of the paired within-subject differences (delta) of clinical knowledge scores (pre-and post-test) between the two groups.

Study Record Dates

• First Submitted: July 24, 2025
• First Posted: August 13, 2025
• Study Start: February 1, 2016
• Primary Completion: June 30, 2016
• Study Completion: June 30, 2016
• Last Updated: August 13, 2025

Record last verified: 2025-07

Data Sharing

• IPD Sharing: Will not share