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Simulation Based Learning and Academic Performance in Medical School

NCT04864756 · Status: UNKNOWN · Phase: NA · Type: INTERVENTIONAL · Enrollment: 400

Last updated 2021-04-29

No results posted yet for this study

Summary

The investigators will use a multi-methods approach, including both qualitative and quantitative methods. In the quantitative methodology, the investigators will use a before and after approach to compare medical student grades/scores before and after the integration of Simulation based learning (SBL) in the curriculum. The hypothesis is that SBL will generally increase knowledge and skills and hence improve the scores from the theory (MCQ) and clinical (OSCE) examinations conducted outside simulated settings in the clinical departments.

Conditions

  • Academic Performance

Interventions

OTHER

Simulation based learning

Learning for medical students using simulation based techniques including scenario execution as a complement to conventional teaching methodologies

Sponsors & Collaborators

  • University of Calgary

    collaborator OTHER

  • Alberta Children's Hospital Research Institute

    collaborator OTHER

  • The ELMA Foundation

    collaborator OTHER

  • Laerdal Foundation

    collaborator OTHER

  • Mbarara University of Science and Technology

    lead OTHER

Study Design

Allocation
NA
Purpose
OTHER
Masking
NONE
Model
SINGLE_GROUP

Eligibility

Min Age
18 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2019-06-01
Primary Completion
2021-12-30
Completion
2022-12-30

Countries

  • Uganda

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 NCT04864756 on ClinicalTrials.gov