The Effect of Role Differences on Learning and Self-Assessment in Simulation-Based Life Support Training Among Dental Students

NCT07240727 | Completed

• 1 other identifier: KU-ERKAN-005
• Study Type: interventional
• Target: 106
• Locations: 1 country
• Sites: 1

Brief Summary

This study aims to evaluate the effectiveness of theoretical and practical training on intermediate life support (ILS) among fifth-year dental students. Participants will be assigned to two roles during simulation-based sessions: practitioners, who perform the interventions, and evaluators, who assess peers using structured checklists. The study will compare theoretical knowledge and practical skills before and after the training, and assess the impact of peer evaluation on learning outcomes. A minimum of 84 students will be enrolled to ensure adequate statistical power. The results will inform the optimization of dental education in emergency life support training.

Conditions

Intermediate Life Support; Dental Students; Self Evaluation; Peer Assessment; Instructor Guidance; OSCE (Objective Structured Clinical Examination)

Keywords

Intermediate Life Support (ILS); Dental Education; Simulation-based Training; Self-assessment; Peer Assessment; Instructor Assessment; OSCE

Outcome Measures

Primary Outcomes (1)

• Change in theoretical knowledge and practical skill scores across two time points during Intermediate Life Support (ILS) training

  Theoretical knowledge and practical skill levels of fifth-year dental students will be evaluated using written tests and Objective Structured Clinical Examinations (OSCEs) administered at two time points: before the training (baseline) and after the completion of the training (post-training). Changes in scores across these time points will be analyzed to assess learning and clinical skill competence progression.

  Baseline (pre-training) and Post-training (within 20 minutes during pre and post training OSCE sessions)

Secondary Outcomes (2)

• Change and accuracy of self-assessment scores compared with peer and instructor evaluations during Intermediate Life Support (ILS) training

  After each of the three simulation sessions (Session 1, Session 2, Session 3) (within 10 minutes during each sessions)

• Quality of written documentation and feedback provided by students during the final OSCE

  At the final OSCE (post-training assessment), (within 15 minutes during third OSCE station)

Study Arms (2)

Group 1

ACTIVE COMPARATOR

Practitioner

Other: Intermediate Life Support (ILS) Educational Program: Practitioner

Group 2

ACTIVE COMPARATOR

Evaluator

Other: Intermediate Life Support (ILS) Educational Program-Evaluator

Interventions

Intermediate Life Support (ILS) Educational Program-Evaluator OTHER

Students assigned to the evaluator arm observe practitioner students during simulation-based practical sessions. They use checklists based on current AHA and ERC guidelines to assess the practitioners' performance and provide immediate feedback. Evaluators also complete self-assessment to measure their own perception of knowledge and practical skills.

Group 2

Intermediate Life Support (ILS) Educational Program: Practitioner OTHER

Students assigned to the practitioner arm participate in simulation-based practical sessions, taking the active role in managing adult, pediatric, and infant cardiac and respiratory arrest scenarios. They perform all steps of intermediate life support (ILS), including detection of arrest, chest compressions, positive-pressure ventilation with 100% oxygen, calling emergency services (112), and requesting emergency equipment. Practitioner students may act as single or multiple rescuers during simulations, and each student assumes a leadership role at least once.

Group 1

Eligibility Criteria

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

You may qualify if:

• Fifth-year students currently enrolled in the Faculty of Dentistry.

You may not qualify if:

• Students who declined to participate in the study were excluded.
• Students who demonstrated more than 10% absenteeism from the training sessions, where the missed sessions could not be made up

Sponsors & Collaborators

• Gözde Nur Erkan: lead
• Kırıkkale University: collaborator

Study Sites (1)

Kırıkkale University, Faculty of Dentistry

Kırıkkale, Turkey (Türkiye)

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Assisstant Professor

Model Details: All participants receive the same intermediate life support (ILS) educational program. After the initial theoretical and practical training, students are divided into two groups: one group assumes the practitioner role in simulation-based practical sessions, while the other group serves as evaluators. Both groups participate in observations and assessments, including self-assessment, peer assessment, and instructor assessment. No experimental intervention is applied; the study measures the development of theoretical knowledge and practical skills.

Study Record Dates

• First Submitted: November 14, 2025
• First Posted: November 21, 2025
• Study Start: November 20, 2025
• Primary Completion: February 15, 2026
• Study Completion: February 15, 2026
• Last Updated: March 16, 2026

Record last verified: 2026-03

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)