Teaching Sequence for Medical Education

Overseen By John Ramsay, MD

Age: Any Age

Sex: Any

Trial Phase: Academic

Sponsor: University of British Columbia

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 2

40 Participants Needed

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial aims to determine the most effective learning method for medical students. Researchers are testing whether starting with hands-on practice (simulation) before a lecture improves memory and performance compared to beginning with a lecture. Participants will either start with a simulation followed by a didactic lecture (traditional classroom instruction) or vice versa. The trial seeks second-year medical students at the University of British Columbia to participate. As an unphased study, it offers students a unique opportunity to enhance their learning techniques and contribute to educational research.

Do I need to stop taking my current medications for this trial?

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

What prior data suggests that this educational method is safe for medical students?

Past studies have demonstrated that training with simulations safely and effectively teaches medical skills. This method helps students learn and improve their knowledge without risking patient safety. Research shows that simulations allow students to practice in a controlled, safe, and well-accepted setting.

Lectures, another teaching method in medical education, are also safe and easy to understand. Studies have shown that lectures commonly share information and are generally considered low risk, with no reports of harm to students.

Both methods, simulation and lecture, are well-established in medical education and safe for participants. No known safety concerns exist with using either method in educational settings. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about this trial because it explores different sequences of medical education, aiming to find the most effective way to teach future healthcare professionals. Unlike traditional methods that may rely heavily on lectures, this trial investigates the impact of starting with hands-on simulation experiences versus beginning with didactic lectures. By comparing these approaches, the trial seeks to determine which sequence better enhances learning and retention of medical skills. This could lead to more engaging and effective training for medical students and professionals, ultimately improving patient care.

What evidence suggests that this trial's educational methods could be effective for medical students?

This trial will compare two educational approaches: one group will start with a Simulation followed by a Didactic Lecture, while the other group will begin with a Didactic Lecture followed by a Simulation. Studies have shown that simulations in medical training significantly boost learning, leading to better patient care and helping students retain information over time. Research also indicates that simulations enhance students' ability to use evidence-based medicine, which is crucial for future healthcare workers.

In contrast, traditional classroom teaching, like lectures, often proves less effective, especially compared to interactive methods like the flipped classroom model. While lectures can aid understanding, they often fail to maintain student interest and encourage deep learning. Overall, both methods have their advantages, but simulation-based learning provides a more hands-on and impactful experience. ^{6 7 8 9 10}

Who Is on the Research Team?

Melissa Chan, MD

Principal Investigator

Provincial Health Services Authority

Are You a Good Fit for This Trial?

This trial is for second-year medical students at the University of British Columbia. There are no specific exclusion criteria, so all such students can participate to see how different teaching orders affect their learning.

Inclusion Criteria

Second year medical student at the University of British Columbia

Exclusion Criteria

N/A

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

1-2 weeks

Initial Training

Participants undergo initial training with either simulation followed by a lecture or a lecture followed by simulation

1 day

1 visit (in-person)

Follow-up Simulation

Participants complete a follow-up simulation 2 months after the initial training to assess retention

2 months

1 visit (in-person)

Follow-up

Participants are monitored for knowledge and performance retention after the follow-up simulation

2 months

What Are the Treatments Tested in This Trial?

Interventions

• Didactic Lecture
• Simulation

Trial Overview The study is testing whether doing a simulation before a lecture or vice versa leads to better knowledge and skill retention in pediatric status epilepticus. Students will be randomly placed into groups with reversed orders of simulation and lectures.

How Is the Trial Designed?

Group I: Simulation - Didactic Lecture Group Experimental Treatment 2 Interventions

This group will start with a Simulation and debrief followed by a didactic lecture afterwards. They will then complete a simulation 2 months later.

Group II: Didactic Lecture - Simulation Group Experimental Treatment 2 Interventions

This group will start with a didactic lecture and then complete a simulation and debrief. They will then complete a simulation 2 months later.

Who Is Running the Clinical Trial?

University of British Columbia

Lead Sponsor

Trials

1,506

Recruited

2,528,000+

Published Research Related to This Trial

A simulation training room was created to help health professionals learn about and prevent medication errors (MEs), with 21 specific errors designed based on real-life incidents and common issues in medication processes.

Forty-six health professionals participated in the training, with error detection rates varying from 33% to 50% among different groups, indicating the effectiveness of the simulation in enhancing their practical knowledge and skills related to patient safety.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

[A training medication errors room: simulate to better train health professionals]. Joret-Descout, P., Te Bonle, F., Demange, C., et al.[2016]

A new 5-hour module on patient safety was developed and piloted for 110 final-year medical students, addressing the lack of patient safety education in the core curriculum.

After one year, students reported significant improvements in their knowledge and perceived control over patient safety, indicating the module's effectiveness, though further longitudinal studies are needed to assess its long-term impact.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Patient safety: helping medical students understand error in healthcare. Patey, R., Flin, R., Cuthbertson, BH., et al.[2023]

Patient safety has only recently become a focus in medical education, particularly since the late 1990s, indicating a significant gap in training prior to that time.

The article suggests improvements for future medical curricula on patient safety, proposing a structured approach based on the Dreyfus educational model to enhance expertise in this critical area.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Patient safety education: what was, what is, and what will be? Klamen, DL., Sanserino, K., Skolnik, P.[2013]

The high-fidelity patient simulation (HFPS) activity effectively reinforced legal and ethical content in clinical practice, particularly when conducted at the end of the semester for review purposes.

Student roles and participation levels in the simulation did not significantly impact learning outcomes, indicating that the HFPS format itself is crucial for a quality educational experience, regardless of individual student involvement.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The evolution of a high-fidelity patient simulation learning experience to teach legal and ethical issues. Smith, KV., Klaassen, J., Zimmerman, C., et al.[2022]

A study involving 98 emergency medicine resident physicians showed that a medical simulation course significantly improved knowledge in managing severe sepsis, with post-test scores rising from an average of 65.4% to 80.8%.

The course structure matters: participants who received didactic lectures before simulation scored higher in immediate assessments, indicating that combining lectures with simulation enhances learning outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A multinational randomised study comparing didactic lectures with case scenario in a severe sepsis medical simulation course. Li, CH., Kuan, WS., Mahadevan, M., et al.[2012]

A survey of 15 administrators, 186 instructors, and 371 sixth-year medical students revealed that Simulation-Based Medical Education (SBME) is widely used in Thai medical schools for teaching and evaluation, particularly to enhance skills like communication and patient care.

Despite positive attitudes towards SBME, significant obstacles such as faculty shortages, limited resources, and inadequate training were identified, indicating a need for improvements to meet students' expectations for more effective learning experiences.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Simulation-based medical education in Thailand: a cross-sectional online national survey. Boonmak, P., Suraseranivongse, S., Pattaravit, N., et al.[2022]

Simulation-based medical education (SBME) significantly enhances the knowledge and performance of medical students, as evidenced by a systematic review of 19 studies involving 2459 students, with all studies reporting positive effects.

The review highlighted that SBME is particularly effective in cardiac scenarios and can be implemented using both mannequin simulators and standardized patients, suggesting its versatility as an adjunct to traditional teaching methods.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Performance effects of simulation training for medical students - a systematic review. McInerney, N., Nally, D., Khan, MF., et al.[2023]

The flipped simulation curriculum combines flipped classroom techniques with high-fidelity simulation, enhancing case-based learning and procedural skills in medical education.

This innovative approach aims to improve clinical excellence for both undergraduate and graduate medical students by actively engaging them in the learning process.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Turning The Tables On Tradition: Flipped High-Fidelity Simulation To Potentiate Learning. Bilello, LA.[2020]

A newly designed questionnaire for Year 1 medical students showed generally positive attitudes towards patient safety, but revealed a lack of knowledge on how to report medical errors and respond to colleagues' mistakes.

The questionnaire demonstrated varying internal consistency, indicating that while it can assess attitudes towards patient safety, further refinement is needed for broader applicability beyond the UK.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Year 1 medical undergraduates' knowledge of and attitudes to medical error. Flin, R., Patey, R., Jackson, J., et al.[2015]

The annual patient safety lecture, which includes personal stories from families and care providers affected by medical errors, enhances nursing students' understanding of the human impact of these errors.

By using storytelling as a teaching method, the program encourages reflective learning, helping students connect theoretical knowledge to real-life situations and recognize their responsibility in promoting patient safety.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Storytelling: An Authentic Approach to Patient Safety Nursing Education. Karlowicz, KA.[2023]

The SECO-based simulated surgical clinics significantly improved students' self-reported confidence in clinical skills, such as history taking and examination, indicating their effectiveness in skill acquisition.

Students preferred the simulated clinics as a complement to traditional tutorials, as they shifted motivation from merely passing exams to aspiring for clinical competence, highlighting the value of active learning in medical education.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Whole consultation simulation in undergraduate surgical education: a breast clinic case study. Lee, A., Abdulhussein, D., Fallaha, M., et al.[2021]

A study involving 341 preclinical medical students showed that 85% felt the lectures were well-organized, and 97% appreciated the lecturers' delivery style, indicating a high level of satisfaction with the lecture format.

Despite the positive feedback, the study suggests a need for further research into more student-centered teaching methods to enhance active learning in medical education.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Evaluation of doctors' performance as facilitators in basic medical science lecture classes in a new Malaysian medical school. Ismail, S., Salam, A., Alattraqchi, AG., et al.[2020]

The Simulation Lab Integrated Curriculum Experience (SLICE) at the University of North Carolina School of Medicine significantly improved medical students' self-reported confidence in performing procedures after participating in skills-based training sessions.

Feedback from students indicated that SLICE effectively complemented traditional lectures by providing practical context, enhancing their overall learning experience.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Clinical Skills Simulation Complementing Core Content: Development of the Simulation Lab Integrated Curriculum Experience (SLICE). Cutshaw, D., O'Gorman, T., Beck Dallaghan, GL., et al.[2021]

A 7.5-hour skills-based workshop for medical teachers using simulated patients was conducted over three years, involving 275 participants, and showed positive feedback on preparedness for small group teaching.

The workshop's structured approach resulted in lasting improvements in teaching methods, although the evaluation relied on self-assessment from the lecturers, indicating a need for further objective measures.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Faculty Development for Small-Group-Teaching with Simulated Patients (SP) - Design and Evaluation of a Competency-based Workshop. Hölzer, H., Freytag, J., Sonntag, U.[2022]

The Structured Clinical Observation (SCO) program effectively taught clinical skills to 63 medical students through 368 observations, with students and faculty rating it highly as an educational tool.

While the initial impact on faculty clinical performance was minimal, it improved over time, and the observations significantly influenced the evaluation of two-thirds of the students, indicating the potential for enhanced learning in busy clinical settings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Structured clinical observations: a method to teach clinical skills with limited time and financial resources. Lane, JL., Gottlieb, RP.[2004]

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