Does Teaching Before or After Simulation Improve Learning?

University of British Columbia

Status: Enrolling

Conditions: Simulation; Medical Education

Treatments: Other: Simulation on Pediatric Status Epilepticus; Other: Didactic Lecture on Pediatric Status Epilepticus

Study type: Interventional

Funder types: Other

Identifiers

NCT06092320

H22-03760

Details and patient eligibility

About

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.

Enrollment: 40 estimated patients

Sex: All

Volunteers: No Healthy Volunteers

Inclusion criteria

• Second year medical student at the University of British Columbia

Exclusion criteria

• None

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

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40 participants in 2 patient groups

Simulation - Didactic Lecture Group

Experimental group

Description:

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

Treatment:

Other: Didactic Lecture on Pediatric Status Epilepticus

Other: Simulation on Pediatric Status Epilepticus

Didactic Lecture - Simulation Group

Experimental group

Description:

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

Treatment:

Other: Didactic Lecture on Pediatric Status Epilepticus

Other: Simulation on Pediatric Status Epilepticus