Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training

NCT07735871 | Not Yet Recruiting DMC

• 1 other identifier: CINI -ZYLX-2026[0622]
• Study Type: interventional
• Target: 40
• Locations: 0 countries
• Sites: N/A

Brief Summary

The goal of this clinical trial is to learn if the "Visual-Auditory-Tactile-Numerical" (VANT) four-dimensional integrated teaching model improves clinical thinking and decision-making skills in second-year anesthesia residents. The main questions it aims to answer are:

• Does the VANT teaching model improve structured clinical thinking scores (measured by the Anesthesia Clinical Thinking Process Scale) compared to traditional teaching methods?
• Does the VANT teaching model enhance crisis management performance, including accuracy of primary management and critical decision time, in high-fidelity simulation scenarios?
• Does the VANT teaching model lead to better long-term knowledge retention (at 1 month) and ability to apply learned skills to new clinical situations (at 3 months)? Researchers will compare the VANT four-dimensional integrated teaching group to a traditional structured teaching group to see if the VANT model produces greater improvements in clinical reasoning, crisis response, and knowledge transfer. Participants will:
• Complete a 4-week training program (16 credit hours total) in either the VANT group or the traditional teaching group
• In the VANT group, engage in multisensory immersive learning involving visual displays (physiological curves and brain network animations), auditory case narratives, tactile manikin manipulation with real-time feedback, and numerical modeling using PK/PD simulation software
• In the control group, participate in traditional structured teaching including theoretical lectures, case discussions, and simulation practice with basic feedback
• Complete clinical thinking assessments before training, immediately after, and at 1 month and 3 months post-training
• Participate in a high-fidelity crisis simulation scenario to evaluate real-time decision-making ability
• Complete questionnaires about their learning experience and cognitive load

Conditions

Clinical Thinking and Decision-making Skills in Anesthesia Residents

Keywords

Four-dimensional integrated teaching model

Outcome Measures

Primary Outcomes (1)

• Assessment of Anesthesia Clinical Thinking Process

  A modified version of the Anesthesia Clinical Thinking Process Scale (ACTPS), which had been validated for reliability and validity (Cronbach's α = 0.873), was used to evaluate the clinical thinking process before the teaching session, immediately after, and at one month post-teaching. The scale consists of 12 items across four dimensions: breadth of information integration, depth of problem identification, reasonableness of plan generation, and comprehensiveness of expected and alternative plans. Each item is rated on a 7-point Likert scale, with a total score of 84 converted to a percentage scale.

  pre-teaching (baseline), immediately post-teaching, and one month post-teaching

Secondary Outcomes (5)

• High-Fidelity Scenario-Based Assessment：Accuracy rate of the primary response (whether the judgment and initial measures aligned with guidelines/expert consensus);

  Immediately post-teaching

• High-Fidelity Scenario-Based Assessment（Second）：Critical decision time (time from scenario start to the first correct intervention)

  Immediately post-teaching

• Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Knowledge retention rate

  at 1 month and 3 months post-teaching

• Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Transfer application ability

  at 1 month and 3 months post-teaching

• Subjective Learning Experience and Cognitive Load

  immediately post-teaching

Study Arms (2)

VANT GROUP

EXPERIMENTAL

(Four-Dimensional Integrated Immersive Teaching): The "Visual-Auditory-Numerical-Tactile" (VANT) four-dimensional driven teaching model was implemented in a dedicated immersive simulation classroom equipped with multimodal teaching devices. The teaching procedure followed the sequential order of the four dimensions: ① Visual Insight. ② Auditory Embedding. ③ Numerical Validation. ④Tactile Interaction

Other: VANT intervention

Control Group

ACTIVE COMPARATOR

Control Group (Traditional Structured Teaching): This group adopted a structured teaching model consistent with most domestic anesthesia teaching practices, with total credit hours exactly matching the experimental group. The teaching content also centered on the same core case, the organizational format was:①Theoretical Lectures (4 hours).②Case Discussions (6 hours).③Simulation Practice (6 hours). The control group received a structured teaching model consistent with conventional didactic practice in our center, which follows a linear 'theory-discussion-practice' sequence without the integrated multisensory or real-time quantitative feedback loops.

Other: Traditional Structured Teaching intervention

Interventions

VANT intervention OTHER

(Four-Dimensional Integrated Immersive Teaching): The "Visual-Auditory-Numerical-Tactile" (VANT) four-dimensional driven teaching model was implemented in a dedicated immersive simulation classroom equipped with multimodal teaching devices. The teaching procedure followed the sequential order of the four dimensions: ① Visual Insight. ② Auditory Embedding. ③ Numerical Validation. ④Tactile Interaction

Also known as: Teaching model intervention

VANT GROUP

Traditional Structured Teaching intervention OTHER

This group adopted a structured teaching model consistent with most domestic anesthesia teaching practices, with total credit hours exactly matching the experimental group. The teaching content also centered on the same core case, the organizational format was:①Theoretical Lectures (4 hours).②Case Discussions (6 hours).③Simulation Practice (6 hours).

Control Group

Eligibility Criteria

• Age: 20 Years - 40 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64)

You may qualify if:

• All participants were in their second year of standardized residency training in anesthesiology, had completed basic anesthesia rotations, and possessed fundamental operational skills suitable for advanced clinical thinking training.

You may not qualify if:

• unwillingness to complete the full training and assessment protocol

Sponsors & Collaborators

• China International Neuroscience Institution: lead

Central Study Contacts

XinYa Wang, Dr

CONTACT

01083199270; 1055885750@qq.com

Yi Huang, Dr

CONTACT

01083199321; 1104406602@qq.com

Study Design

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

Study Record Dates

• First Submitted: July 15, 2026
• First Posted: July 30, 2026
• Study Start: July 25, 2026
• Primary Completion (Estimated): October 19, 2026
• Study Completion (Estimated): October 22, 2026
• Last Updated: July 30, 2026

Record last verified: 2026-07