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Effect of an Observer Tool on Learning Outcomes During High Fidelity Simulation

NCT ID: NCT03356717

Last Updated: 2017-11-29

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

89 participants

Study Classification

INTERVENTIONAL

Study Start Date

2017-06-23

Study Completion Date

2017-06-30

Brief Summary

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The increasing use of high-fidelity simulation is limited by the imbalance between the growing number of students and the human resources available in such a way that all residents cannot play a role during scenarios. The learning outcomes of observers need to be studied in more depth. Previous studies have provided controversial results but overall no significant differences in learning outcomes can be demonstrated between observers and participants engaged as players in scenarios.

Moreover, preliminary data suggest that learning outcomes of observers might be improved by using an observer tool during the scenario. However, no high-quality study has yet shown if this assumption is verified.

In the present study, 3rd-4th year residents in anesthesia will be randomized before high fidelity scenarios to act as observers only or active participants in some scenarios and observers in others.

The main outcome parameter will be the learning outcomes by comparing data obtained before and after the sessions by using questionnaires specifically dedicated to the knowledge of technical skills in the management of crisis scenarios.

Detailed Description

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The increasing use of high-fidelity simulation in France during the anesthesia curriculum is limited by the imbalance between the growing number of students and the human resources available in such a way that all residents cannot play a role during scenarios. This leads to a new situation in which not all residents can be an active participant in scenarios with some remaining observers all along the simulation sessions. Based on Kolb experiential theory, this situation should lead to a decreased knowledge acquisition. Previous studies have however provided controversial results but overall no significant differences in learning outcomes can be demonstrated between observers and participants engaged as players in scenarios.

Moreover, preliminary data suggest that learning outcomes of observers might be improved by using an observer tool during the scenario. However, no high-quality study has yet shown if this assumption is verified.

In the present study, after informed consent will be obtained, 3rd-4th year residents in anesthesia will be randomized before high fidelity scenarios to act as observers only or active participants in some scenarios and observers in others.

The main outcome parameter will be the learning outcomes by comparing data obtained before and after the sessions by using questionnaires specifically dedicated to the knowledge of technical skills in the management of crisis scenarios. In addition, self-efficacy of the simulation sessions will be explored through the responses to additional questionnaires evaluating the change in non-technical skills after the sessions.

Conditions

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Simulation

Keywords

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simulation, high-fidelity, observer tool; learning outcomes

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

randomized study
Primary Study Purpose

OTHER

Blinding Strategy

NONE

Study Groups

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educational intervention - observer tool

Participants in this arm will be given the observer tool (OT) before the scenario and will be explained how to use it, i.e. observe all details of the scenario on the screen and tick on the OT all actions which are done by active participants.The observer tool will also be used to engage observers during the debriefing session.

The scenario will then be observed in a screen (i.e. the scenario is played by active participants in an adjacent room using direct video-recording and transmission.

Group Type EXPERIMENTAL

educational intervention with observer tool

Intervention Type BEHAVIORAL

To assess if the use of an observer tool by observers during high fidelity simulation improves learning outcomes

without observer tool

Participants in this arm will not be given the observer tool (OT) before the scenario but will be asked to observe all details of the scenario on the screen.The observers will also be asked to participate during the debriefing session.

Group Type ACTIVE_COMPARATOR

educational intervention

Intervention Type BEHAVIORAL

without observer tool

Interventions

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educational intervention with observer tool

To assess if the use of an observer tool by observers during high fidelity simulation improves learning outcomes

Intervention Type BEHAVIORAL

educational intervention

without observer tool

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

residents in anesthesia

Exclusion Criteria

none
Minimum Eligible Age

20 Years

Maximum Eligible Age

40 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

No

Sponsors

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Université Paris-Sud

OTHER

Sponsor Role lead

Responsible Party

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Dan Benhamou

Professor of Anesthesia and Intensive Care Medicine, Chair of the simulation center

Responsibility Role PRINCIPAL_INVESTIGATOR

Principal Investigators

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BENHAMOU Dan, MD

Role: PRINCIPAL_INVESTIGATOR

Université Paris-Sud

Locations

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Université Paris Sud

Le Kremlin-Bicêtre, , France

Site Status

Countries

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France

References

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Lai A, Haligua A, Dylan Bould M, Everett T, Gale M, Pigford AA, Boet S. Learning crisis resource management: Practicing versus an observational role in simulation training - a randomized controlled trial. Anaesth Crit Care Pain Med. 2016 Aug;35(4):275-81. doi: 10.1016/j.accpm.2015.10.010. Epub 2016 Mar 14.

Reference Type BACKGROUND
PMID: 26987738 (View on PubMed)

Suet G, Blanie A, De Montblanc J, Benhamou D. Use of an Observer Tool to Enhance Observers' Learning of Anesthesia Residents During High-Fidelity Simulation: A Randomized Controlled Trial. Simul Healthc. 2022 Feb 1;17(1):e75-e82. doi: 10.1097/SIH.0000000000000584.

Reference Type DERIVED
PMID: 34120134 (View on PubMed)

Related Links

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https://advancesinsimulation.biomedcentral.com/articles/10.1186/s41077-015-0004-8

Observer roles that optimise learning in healthcare simulation education: a systematic review. O'Regan et al. Advances in Simulation (2016) 1:4

Other Identifiers

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UParis-Sud

Identifier Type: -

Identifier Source: org_study_id