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Factors Affecting Medical Student Learning in Simulation Scenarios

NCT01117467 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 76

Last updated 2012-06-19

No results posted yet for this study

Summary

Simulation is used to teach undergraduate and postgraduate healthcare professionals, however it is not known how best to use this resource. Using qualitative methods, this study aims to investigate how medical students learn during simulation scenarios and will compare students who are paired with peers with those who are solo during their scenarios. Video and audio data from simulations will be collected and analysed with anxiety and empathy questionnaire data and semi-structured interviews.

Conditions

  • Learning

Interventions

OTHER

Simulation scenario

Students performing their scenario will be paired, not solo

OTHER

Simulation scenario

Students will perform their simulation scenario solo and receive feedback within the group

Sponsors & Collaborators

  • University of Oxford

    lead OTHER

Principal Investigators

  • Imogen Davies, MB BCh · University of Oxford

Study Design

Allocation
RANDOMIZED
Masking
NONE
Model
PARALLEL

Eligibility

Min Age
18 Years
Max Age
60 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2010-05-31
Primary Completion
2010-12-31
Completion
2010-12-31

Countries

  • United Kingdom

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT01117467 on ClinicalTrials.gov