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Does Teaching Before or After Simulation Improve Learning?

NCT06092320 · Status: RECRUITING · Phase: NA · Type: INTERVENTIONAL · Enrollment: 40

Last updated 2024-07-05

No results posted yet for this study

Summary

The goal of the randomized educational intervention study is to test whether simulation preceding didactic teaching leads to improved knowledge and performance retention compared to a didactic lecture proceeding simulation for medical students

Participants will be randomized to one of two different groups with reverse orders for simulation and lectures.

Researchers will compare each group to see which way is better for learning.

Conditions

  • Medical Education
  • Simulation

Interventions

OTHER

Simulation on Pediatric Status Epilepticus

The participants will complete a simulation session and debrief lead by a pediatric emergency medicine physician on status epilepticus.

OTHER

Didactic Lecture on Pediatric Status Epilepticus

The participants will complete a lecture on pediatric status epilepticus

Sponsors & Collaborators

  • University of British Columbia

    lead OTHER

Principal Investigators

  • Melissa Chan, MD · Provincial Health Services Authority

Study Design

Allocation
RANDOMIZED
Purpose
OTHER
Masking
DOUBLE
Model
PARALLEL

Eligibility

Sex
ALL
Healthy Volunteers
No

Timeline & Regulatory

Start
2023-09-20
Primary Completion
2025-06-30
Completion
2025-06-30

Countries

  • Canada

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 NCT06092320 on ClinicalTrials.gov