Optimizing OR Simulation in MEDI 045: Bias Reduction and Strategic Improvements (OPTIMIST)

Walid Mohamed Ragab Mohamed Badwi

Status: Active, not recruiting

Conditions: Continuity of Patient Care; Medical Education; Competency-Based Education

Study type: Observational

Funder types: Other

Identifiers

NCT06753266

KSU-ORSim-2024

Details and patient eligibility

About

This study explores the evolving landscape of operating room (OR) simulation by identifying key trends, addressing potential biases, and providing actionable recommendations for improvement. Using data-driven analysis, the research uncovers patterns in skill development and decision-making, offering insights into the effectiveness of current OR simulation programs. The study also tackles biases in data collection, including selection and response bias, ensuring the reliability of findings.

Full description

The effectiveness of simulation training is crucial in medical education, particularly for skills retention and perceived effectiveness. This section evaluates the overall effectiveness of SimMan3G sessions in enhancing clinical skills among participants.

Objectives

• To analyze the correlation between the number of SimMan3G sessions and skill retention.
• To assess the perceived effectiveness of simulation training.
• To provide actionable recommendations for improving simulation training effectiveness.

Enrollment: 1 patient

Sex: All

Ages: 18 to 25 years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• Participants enrolled in the MEDI 045 anesthesia program at King Saud Medical City.
• Medical students or trainees with prior exposure to basic clinical simulation.
• Aged 18 years or older.
• Willingness to participate in simulation-based training sessions.
• Ability to provide informed consent.

Exclusion criteria

• Participants with prior advanced simulation training in anesthesia.
• Individuals with documented cognitive impairments or learning disabilities that may interfere with the study tasks.
• Refuse to participate in post-simulation assessments or follow-ups.
• Lack of fluency in the language of instruction used in the simulation.