Expert Guided Training Versus Self Learning with Virtual Patients

NCT ID: NCT06675409

Last Updated: 2024-11-05

Basic Information

• Recruitment Status: ENROLLING_BY_INVITATION
• Clinical Phase: NA
• Total Enrollment: 93 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-08-15
• Study Completion Date: 2024-11-15

Brief Summary

Virtual patients have increasingly been used in the training of healthcare professionals to enhance critical decision-making skills in emergency patient management education. The aim of this study is to investigate the contribution of the virtual patient simulation used in the education of paramedic students by comparing the effectiveness of self-directed learning with expert-guided learning. Additionally, it is believed that the study will be beneficial for educators responsible for program design who are interested in integrating the case-based learning method with virtual patients into their curriculum.

Detailed Description

Virtual patient-based simulation training is increasingly being used in healthcare and medical education to enhance problem-solving and critical decision-making skills. There are two common approaches in these trainings: instructor-led learning and self-directed learning. In instructor-led virtual patient-based simulation training programs, an experienced subject matter expert guides students through virtual patient simulation activities. The instructor provides feedback, support, and encourages discussion and collaboration among students during the training. This approach is beneficial for students who benefit from structured activities and social support in a group learning environment. However, it can be time-consuming, costly, and may not be suitable for every student.

In self-directed learning, the responsibility for learning lies entirely with the student. Students are given access to virtual patient simulations and are encouraged to work through the cases independently. This approach may be more suitable for students who are self-motivated, enjoy autonomy, and have the discipline to work independently. It also offers a cost-effective and flexible option. However, in this approach, the feedback and support needed for skill development are limited to the feedback reports generated by the computer-based virtual patient software program.

In the literature, studies on the use of virtual patient applications in paramedic students' emergency patient management training are limited. This study aims to contribute to educators who use or plan to use virtual patient simulation by comparing instructor-led virtual patient-based simulation training with self-directed virtual patient-based simulation training to determine which approach is more effective in enhancing students' critical decision-making skills.

Conditions

Educational Problems; Virtual Patient; Emergencies

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: BASIC_SCIENCE
• Blinding Strategy: SINGLE

Study Groups

Expert Guided Group

The expert-guided group will participate in virtual patient sessions consisting of 12 patient scenarios under the guidance of an expert. These patient scenarios are selected clinical cases designed to enhance critical decision-making skills in emergency patient management. Throughout the training, students will receive verbal feedback from experts on their performance

Group Type: ACTIVE_COMPARATOR

Education

Intervention Type: OTHER

The effectiveness of two different training methods with virtual patients for improving the critical decision-making skills of paramedic students will be compared between two groups: one receiving expert-guided training and the other following a self-directed approach

Self Learning Group

The self-learning group will also participate in training with the same 12 patient scenarios as the other group, but instead of expert guidance, the students in this group will engage with the virtual patient scenarios independently and manage the process without instructor guidance. In this group, feedback on students' performance will be provided in written form by the computer-based virtual patient simulator.

Group Type: EXPERIMENTAL

Education

Intervention Type: OTHER

The effectiveness of two different training methods with virtual patients for improving the critical decision-making skills of paramedic students will be compared between two groups: one receiving expert-guided training and the other following a self-directed approach

Interventions

Education

The effectiveness of two different training methods with virtual patients for improving the critical decision-making skills of paramedic students will be compared between two groups: one receiving expert-guided training and the other following a self-directed approach

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

Volunteer 4th-semester paramedic students from the Department of Vocational Health Sciences at the University

Exclusion Criteria

Previous experience with the same clinical scenarios

• Minimum Eligible Age: 19 Years
• Maximum Eligible Age: 21 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Acibadem University

OTHER

Sponsor Role: lead

Responsible Party

Dilek Kitapçıoğlu

Assist Prof.

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Acibadem Mehmet Ali Aydinlar University CASE Simulation Center

Istanbul, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

Acibadem U

Identifier Type: -

Identifier Source: org_study_id