Learning Module for Medical Education

(MAP-Rachis Trial)

Overseen By Issam Tanoubi, MD

Age: Any Age

Sex: Any

Trial Phase: Academic

Sponsor: Maisonneuve-Rosemont Hospital

Disqualifiers: Refusal to consent, others

Compensation: Varies

Number of Visits: 3

20 Participants Needed

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial tests a new learning tool, the Perceptual Learning Module, designed to help anesthesiology residents better understand spinal sonoanatomy. It compares two groups: one receives immediate feedback on their progress, while the other does not. The goal is to determine if feedback enhances learning effectiveness. This trial targets anesthesiology residents at the Université de Montréal who are familiar with ultrasound but have limited experience with spinal ultrasounds. As an unphased trial, it provides residents a unique opportunity to enhance their skills using innovative educational tools.

Will I have to stop taking my current medications?

The trial information does not specify whether you need to stop taking your current medications.

What prior data suggests that this learning module is safe for participants?

Research has shown that perceptual learning modules (PLMs) are generally safe to use. These modules serve as educational tools, not drugs or medical devices, so they don't carry the same risks. Studies indicate that PLMs enhance learning and understanding in medical training without causing harm.

For instance, PLMs have been used in medical education to help students recognize patterns and improve diagnostic skills. No evidence suggests negative effects from using these learning tools. Instead, PLMs provide a safe way to practice skills, such as identifying spinal anatomy through videos.

Overall, the PLM in this trial should be well-tolerated, as it focuses on enhancing learning without involving any physical procedures. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about this trial because it's exploring how a Perceptual Learning Module can enhance medical education. Unlike traditional learning methods that may not provide immediate feedback, this module offers real-time feedback to participants, potentially boosting their understanding and retention of medical knowledge. The trial aims to find out if this interactive approach can lead to more effective learning compared to conventional methods where feedback is absent. This could revolutionize the way medical professionals are trained, making education more engaging and efficient.

What evidence suggests that the Perceptual Learning Module is effective for spinal sonoanatomy?

Research has shown that perceptual learning modules (PLMs) can aid medical training. Studies have found that PLMs accelerate learning by enhancing the ability to recognize patterns and details in medical images. For instance, one study discovered that PLMs improved performance in ultrasound procedures by enabling quicker identification of key body features. Another study used PLMs in dermatology, and participants improved in diagnosing skin conditions. This trial will compare a feedback group, which receives feedback after task completion, with a control group that receives no feedback. These findings suggest that PLMs could be beneficial for learning about the spine's anatomy, as they train the brain to process visual information more effectively. ^{6 7 8 9 10}

Are You a Good Fit for This Trial?

This trial is for residents in the medical field who are learning about spinal anesthesia. It's designed to see if a special training module helps them understand spinal ultrasound images better. People can join if they're currently being trained in this area.

Inclusion Criteria

Participants must be a first, second, third, or fourth-year resident in the anesthesiology program at the Université de Montréal

Participants must not have experience in spinal ultrasound, defined as not having performed more than 5 spinal ultrasounds, whether accompanied or not

Participants must be familiar with ultrasound

Exclusion Criteria

Participants not meeting the inclusion criteria

I do not agree to participate in this study.

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

1-2 weeks

Pre-test and Tutorial

Participants complete a demographic questionnaire and are exposed to a tutorial explaining the theoretical foundations for the PLM, followed by a pre-test involving selecting the best image from a video sequence depicting spinal sonoanatomy.

1 day

1 visit (in-person)

Intervention

Participants are randomized into two groups and exposed to video sequences with immediate feedback in the intervention group and no feedback in the control group.

1 day

1 visit (in-person)

Post-test

A post-test is administered immediately and remotely after exposure to the PLM to evaluate the impact of the intervention.

1 day

1 visit (remote)

Follow-up

Participants are monitored for retention of skills and knowledge gained from the PLM.

4 weeks

What Are the Treatments Tested in This Trial?

Interventions

• Perceptual Learning Module

Trial Overview

The study tests a perceptual learning module (PLM) that teaches how to pick the best spinal sonoanatomy image from a video sequence. Participants will be split into two groups: one gets immediate feedback using PLM, and the other doesn't.

How Is the Trial Designed?

Group I: Feedback group Experimental Treatment 1 Intervention

This group will receive feedback upon completion of the task.

Group II: Control group Placebo Group 1 Intervention

This group will not receive any feedback

Who Is Running the Clinical Trial?

Maisonneuve-Rosemont Hospital

Lead Sponsor

Trials

102

Recruited

38,300+

Published Research Related to This Trial

The study presents a cost-effective method for creating customizable computer-assisted learning (CAL) tutorials that can be tailored to local academic needs and languages, addressing common limitations of existing commercial packages.

These multimedia learning modules (MLMs) include both theoretical lectures and interactive 3D laboratories, and are currently being implemented at the University of Brussels and the National University of Rwanda, enhancing students' access to scientific knowledge in osteology and joint kinematics.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Development of multimedia learning modules for teaching human anatomy: application to osteology and functional anatomy. Van Sint Jan, S., Crudele, M., Gashegu, J., et al.[2006]

A new independent, hands-on ultrasound learning curriculum was developed for medical students, consisting of eight self-guided modules that align with the anatomy curriculum, allowing for structured learning despite limitations in faculty availability.

This curriculum includes beginner, intermediate, and advanced components for each scan, providing clear instructions for image acquisition and interpretation, which enhances students' opportunities for self-directed learning in ultrasound.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

ITSUS: Integrated, Tiered, Self-Directed Ultrasound Scanning for Learning Anatomy. Boulger, C., Prats, M., Niku, A., et al.[2021]

Recent advancements in perceptual learning (PL) and adaptive learning technologies have the potential to significantly enhance medical education by improving skills like pattern recognition and diagnostic fluency.

The Adaptive Response-Time-based Sequencing (ARTS) system personalizes learning experiences based on individual performance, showing promise in medical contexts such as diagnosis and specialized fields like dermatology and radiology.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Adaptive and perceptual learning technologies in medical education and training. Kellman, PJ.[2022]

A self-guided ultrasound activity for first-year medical students successfully taught them to perform floor of mouth scans, with 73% accurately labeling the anatomy within a three-minute time limit.

Students scored an average of 93% on a quiz about the anatomical relationships, indicating high efficacy of the active learning approach, and they expressed strong interest in similar future activities.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Active Learning of the Floor of Mouth Anatomy with Ultrasound. Bell, FE., Neuffer, FH., Haddad, TR., et al.[2019]

A new visuospatial trainer has been developed to help adult learners understand how ultrasound images relate to 3D anatomy, using a laser to project the ultrasound's field onto a porcine heart during dissection.

This training method enhances learners' visuospatial skills, which are crucial for performing ultrasound procedures effectively, potentially leading to improved proficiency in cardiac ultrasound and transthoracic echocardiography.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A 3-Dimensional Printed Ultrasound Probe Visuospatial Trainer. McKenna, RT., Dove, JC., Ratzlaff, RA., et al.[2018]

An e-learning module developed for medical students significantly improved their clinical skills in evaluating chronic low back pain (CLBP) in older adults, with Group 2 (exposed to the module) scoring an average of 79.5 compared to 62.0 for Group 1 (not exposed).

The module led to a higher pass rate in clinical evaluations, with 96.3% of students who used the module passing compared to only 60.7% of those who did not, highlighting its effectiveness in enhancing pain management education.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

E-learning module on chronic low back pain in older adults: evidence of effect on medical student objective structured clinical examination performance. Weiner, DK., Morone, NE., Spallek, H., et al.[2022]

A computer-assisted instruction program significantly improved fourth-year medical students' knowledge about spinal cord injury, with posttest scores rising from an average of 6.65 to 7.36 out of 10 (P < 0.001).

The program received positive feedback from students regarding its applicability and usability, indicating high satisfaction with the learning experience.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Spinal cord injury computer-assisted instruction for medical students. Campagnolo, DI., Stier, KT., Sanchez, W., et al.[2019]

The study involved 61 physical therapy students and found that a computer-aided instruction module significantly improved neuroanatomy/physiology knowledge in students without prior neuroanatomy coursework (University-1), while those with prior coursework (University-2) showed no significant improvement.

Both groups demonstrated significant improvements in clinical examination scores after using the learning module, indicating its effectiveness in enhancing practical skills regardless of prior knowledge.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Effectiveness of a computer-aided neuroanatomy program for entry-level physical therapy students: anatomy and clinical examination of the dorsal column-medial lemniscal system. McKeough, DM., Mattern-Baxter, K., Barakatt, E.[2011]

A pilot study involving 43 medical students showed that training with the VIS-Ed program significantly increased their self-efficacy in diagnosing and treating cervical spine trauma (p < 0.001).

Students found the VIS-Ed program to be a positive and effective interactive educational tool, with increased self-efficacy linked to their expectations of the training session (p < 0.007).

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A pilot evaluation of an educational program that offers visualizations of cervical spine injuries: medical students' self-efficacy increases by training. Hedman, L., Fahlstedt, M., Schlickum, M., et al.[2022]

Individual patient education for managing acute and subacute low back pain (LBP) showed moderate evidence of being more effective than placebo education in reducing pain and improving physical function, although the effects were not clinically significant.

The education was also found to improve short-term quality of life and reduce sick leave compared to noneducational interventions, suggesting that while the direct impact on pain may be minimal, patient education remains a valuable component of LBP management.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Individual Patient Education for Managing Acute and/or Subacute Low Back Pain: Little Additional Benefit for Pain and Function Compared to Placebo. A Systematic Review With Meta-analysis of Randomized Controlled Trials. Piano, L., Ritorto, V., Vigna, I., et al.[2022]

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