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Factors Affecting Medical Student Learning in Simulation Scenarios

This study has been completed.
Information provided by (Responsible Party):
Imogen Davies, University of Oxford Identifier:
First received: May 4, 2010
Last updated: June 18, 2012
Last verified: June 2012
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.

Condition Intervention
Other: Simulation scenario

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Open Label
Official Title: Factors Affecting Medical Student Learning in Simulation Scenarios

Further study details as provided by University of Oxford:

Primary Outcome Measures:
  • Learning during simulation scenario as measured qualitatively [ Time Frame: 2 years ]

Enrollment: 76
Study Start Date: May 2010
Study Completion Date: December 2010
Primary Completion Date: December 2010 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: Solo
Students will perform their simulation scenario solo and receive feedback within the group
Other: Simulation scenario
Students will perform their simulation scenario solo and receive feedback within the group
Experimental: Paired
Students will be paired with one of their peers for this simulation scenario
Other: Simulation scenario
Students performing their scenario will be paired, not solo

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.

Ages Eligible for Study:   18 Years to 60 Years   (Adult)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes

Inclusion Criteria:

  • All final year medical students at the study university who are allocated to attend the anaesthesia special study module

Exclusion Criteria:

  • Non-English speakers
  • Visiting students who will be unable to complete the study
  • Students who refuse to participate
  Contacts and Locations
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Please refer to this study by its identifier: NCT01117467

United Kingdom
University of Oxford
Oxford, Oxfordshire, United Kingdom, OX3 9HW
Sponsors and Collaborators
University of Oxford
Principal Investigator: Imogen Davies, MB BCh University of Oxford
  More Information

Responsible Party: Imogen Davies, Clinical Lecturer, University of Oxford Identifier: NCT01117467     History of Changes
Other Study ID Numbers: 10/H0501/7
Study First Received: May 4, 2010
Last Updated: June 18, 2012

Keywords provided by University of Oxford:
Medical Students
Anxiety processed this record on April 26, 2017