Evaluation of a Perceptual Learning Module on Spinal Ultrasound Among Residents.
NCT06533488 · Status: RECRUITING · Phase: NA · Type: INTERVENTIONAL · Enrollment: 20
Last updated 2024-08-01
Summary
This medical education research project aims to evaluate the impact of a directed perceptual learning module (PLM) on spinal sonoanatomy. Following a demographic questionnaire, participants will be exposed to a tutorial explaining the necessary theoretical foundations for the PLM as well as the functioning of the PLM interface. A pre-test involving selecting the best image from a video sequence depicting spinal sonoanatomy will be administered to all participants. Participants will then be randomized into two groups and exposed to video sequences in the same manner as during the pre-test, with immediate feedback in the intervention group and no feedback in the control group. The video sequences presented will be the same between the two groups. Finally, a post-test will be administered immediately and remotely after exposure to the PLM. The time window corresponding to the best image will be predefined by an expert and compared to the resident\'s value. The difference in feedback exposure between the two groups will not be revealed to limit biases.
Conditions
- Spinal Anesthesia Skill
- Ultrasound Imaging of Anatomical Structures
- Medical Education
Interventions
- OTHER
-
Perceptual learning module
Perceptual learning module providing feedback on the most relevant image for clinical practice in a spinal ultrasound video.
- OTHER
-
Control
Participants in the control group will view the same videos as participants in the intervention group without feedback on the best image.
Sponsors & Collaborators
-
Maisonneuve-Rosemont Hospital
lead OTHER
Study Design
- Allocation
- RANDOMIZED
- Purpose
- OTHER
- Masking
- SINGLE
- Model
- PARALLEL
Eligibility
- Sex
- ALL
- Healthy Volunteers
- Yes
Timeline & Regulatory
- Start
- 2024-03-26
- Primary Completion
- 2024-12-31
- Completion
- 2025-04-30
Countries
- Canada
Study Locations
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