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The Effects of Virtual Reality Ultrasound Training in Pairs Compared to Training Alone

This study has been completed.
Sponsor:
ClinicalTrials.gov Identifier:
NCT01703975
First Posted: October 11, 2012
Last Update Posted: June 27, 2013
The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details.
Collaborator:
University of Copenhagen
Information provided by (Responsible Party):
Martin G. Tolsgaard, Rigshospitalet, Denmark
  Purpose

Virtual Reality (VR) simulation has enabled high-quality, safe and efficient training of medical health care providers. However, training costs are considerable and may be optimized using interventions to improve learning. The aim of this study is to compare the effects of training in pairs versus training alone on an VR ultrasound simulator.

Methods: 30 medical students in their final year are randomized to either training in pairs or training alone. All participants are trained for two hours. Subsequently, all students are assessed on ultrasound performance on real patients in an ambulatory setting. Performance is assessed using a rating scale that has been validated in a previous study by two blinded assessors.


Condition Intervention
Learning Outcome Training Efficiency Other: Training in pairs (Dyad training)

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single (Outcomes Assessor)

Further study details as provided by Martin G. Tolsgaard, Rigshospitalet, Denmark:

Primary Outcome Measures:
  • Performance test [ Time Frame: 6 hours ]
    The outcome measure was ultrasound examination skills on pelvic ultrasound examination of patients in an ambulatory setting. Participants were asked to perform a systematic ultrasonic transvaginal examination including measurement of endometrial thickness and estimate the volume of the right ovary. All patients were required to provide written consent to participate. A blinded OB/GYN consultant rated performance using a previously validated rating scale.Sample size calculation and statistical methods.


Secondary Outcome Measures:
  • Confidence [ Time Frame: 6 hours ]
    Students' confidence in managing the vaginal ultrasound examination are assessed after the post-intervention performance tests


Enrollment: 30
Study Start Date: January 2013
Study Completion Date: June 2013
Primary Completion Date: June 2013 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
No Intervention: Single training
Students training alone on the simulator
Experimental: Training in pairs (Dyad Training)
Students training in pairs on the simulator
Other: Training in pairs (Dyad training)

  Show Detailed Description

  Eligibility

Information from the National Library of Medicine

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Ages Eligible for Study:   20 Months and older   (Child, Adult, Senior)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria:

Final year medical students

Exclusion Criteria:

Prior extra-curricular ultrasound experience.

  Contacts and Locations
Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT01703975


Locations
Denmark
Dept. of Fetal Medicine, Juliane Marie Centre
Copenhagen O, Denmark, 2100
Sponsors and Collaborators
Rigshospitalet, Denmark
University of Copenhagen
  More Information

Responsible Party: Martin G. Tolsgaard, MD, Rigshospitalet, Denmark
ClinicalTrials.gov Identifier: NCT01703975     History of Changes
Other Study ID Numbers: DRVK-35596
First Submitted: October 8, 2012
First Posted: October 11, 2012
Last Update Posted: June 27, 2013
Last Verified: June 2013

Keywords provided by Martin G. Tolsgaard, Rigshospitalet, Denmark:
Simulation efficiency
Collaborative learning