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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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Simulation - Didactic Lecture Group | Experimental | This group will start with a Simulation and debrief followed by a didactic lecture afterwards. They will then complete a simulation 2 months later. |
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| Didactic Lecture - Simulation Group | Experimental | This group will start with a didactic lecture and then complete a simulation and debrief. They will then complete a simulation 2 months later. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Simulation on Pediatric Status Epilepticus | Other | The participants will complete a simulation session and debrief lead by a pediatric emergency medicine physician on status epilepticus. |
| Measure | Description | Time Frame |
|---|---|---|
| Change from baseline in resuscitation performance retention score 2 months post-initial training assessed using global simulation performance score | The scoring sheet used will be the Global Simulation performance score a one to seven scale that assess over medical expertise performance in the simulation with higher values representing increased competence. | From initial simulation until repeat simulation 2 months later |
| Measure | Description | Time Frame |
|---|---|---|
| Change in knowledge assessment score at 2 months post-initial training assessed using an MCQ | The knowledge test is a 15 questions multiple choice exam scored from 0 to 15 with higher numbers representing a higher score. | From initial knowledge test until repeat testing 2 months later |
| Learner satisfaction measured by Likert scale items after each simulation debrief |
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Inclusion Criteria:
- Second year medical student at the University of British Columbia
Exclusion Criteria:
- None
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| John Ramsay, MD | Contact | (604) 875-2345 | john.ramsay1@phsa.ca |
| Name | Affiliation | Role |
|---|---|---|
| Melissa Chan, MD | Provincial Health Services Authority British Columbia | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| BC Children's Hospital | Recruiting | Vancouver | British Columbia | V6H 3N1 | Canada |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan | Aug 16, 2023 | Sep 11, 2023 | Prot_SAP_000.pdf |
| ICF | No | No | Yes | Informed Consent Form | Aug 16, 2023 | Sep 11, 2023 | ICF_001.pdf |
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Participants will not know the specific pediatric resuscitation simulation they will be completing.
Simulation reviewers will not know which arm of the intervention the participants are in.
| Didactic Lecture on Pediatric Status Epilepticus | Other | The participants will complete a lecture on pediatric status epilepticus |
|
The Likert scale will be a one to five scale with higher scores representing increased satisfaction |
| Single time metric completed five minutes after initial simulation session |
| Time to resuscitation metrics | The following "time to" metrics will be measured from simulation start until completion of each activity within that simulation: glucose check, IV access, first-line anti-epileptic administration, second-line anti-epileptic administration, chemistry panel | The time for each metric will be measured once during the second evaluatory simulation 2 months after the initial simulation and participant enrolment. |