NCT01117467

Factors Affecting Medical Student Learning in Simulation Scenarios

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 76 (actual)
• Sponsor: University of Oxford · Academic / Other
• Sex: All
• Age: 18 Years – 60 Years
• Healthy volunteers: Accepted

Summary

Simulation is used to teach undergraduate and postgraduate healthcare professionals, however it is not known how best to use this resource. Using qualitative methods, this study aims to investigate how medical students learn during simulation scenarios and will compare students who are paired with peers with those who are solo during their scenarios. Video and audio data from simulations will be collected and analysed with anxiety and empathy questionnaire data and semi-structured interviews.

Detailed description

Medical students attending a simulation day will either perform their simulation paired with another student from the group or solo. Video data from the scenario and audio data from the feedback session will be retained. One week later students will perform a second scenario and the feedback following this will be retained. Students will also have a semi-structured interview and complete anxiety and empathy questionnaires.

Conditions

• Learning

Interventions

Type	Name	Description
OTHER	Simulation scenario	Students performing their scenario will be paired, not solo
OTHER	Simulation scenario	Students will perform their simulation scenario solo and receive feedback within the group

Timeline

• Start date: 2010-05-01
• Primary completion: 2010-12-01
• Completion: 2010-12-01
• First posted: 2010-05-05
• Last updated: 2012-06-19

Locations

1 site across 1 country: United Kingdom