Analysis of the Effect of Pre-course Videos on Improving Clinical Skills in Emergency Ultrasound Training

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

ENROLLING_BY_INVITATION

Clinical Phase

NA

Total Enrollment

72 participants

Study Classification

INTERVENTIONAL

Study Start Date

2024-07-18

Study Completion Date

2025-07-01

Brief Summary

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Project Background Point-of-Care Ultrasound (POCUS) has become an important part of medical education in recent years. However, due to limited resources of ultrasound machines and clinical instructors, hands-on practice opportunities are limited, affecting the quality of teaching. Effectively imparting ultrasound operation skills has become a major challenge in improving training quality. This project aims to evaluate the impact of pre-class videos on enhancing ultrasound teaching effectiveness, particularly comparing videos shot with a first-person perspective (POV) to those shot with a face-to-face perspective.

Project Objectives Primary Objective: To evaluate the impact of learning from pre-class videos on enhancing the effectiveness of ultrasound teaching.

Secondary Objective: To investigate the effect of different filming techniques (POV versus face-to-face) on learning outcomes.

Research Design The study will adopt a parallel research design, with subjects randomly assigned to one of three groups: the first-person perspective video group, the face-to-face perspective video group, and the control group (who will not watch any videos).

Procedure on the Day of Instruction Complete a basic information and learning experience questionnaire. Conduct a pre-test practical, recording the operation of the ultrasound. Provide one-on-one instruction, offering detailed operational guidance. Conduct a post-test practical, allowing students to independently perform ultrasound-guided central venous catheter insertion.

Complete a post-test questionnaire. Expected Outcomes This study anticipates that learning through pre-class videos will effectively enhance students' ultrasound operation skills and improve teaching quality. Teaching videos shot with a POV may provide a more realistic learning experience, thereby enhancing students' learning outcomes. By comparing different filming techniques, this project will provide empirical data that can inform future ultrasound teaching methods, ultimately improving the overall effectiveness of medical education.

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Detailed Description

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Study Population Participants included PGY physicians at the hospital, the majority of whom had not previously performed independent CVC insertion or used ultrasound guidance. A total of 72 PGY physicians voluntarily enrolled in the study after receiving invitations via email and posters. No adverse events were reported during the study.

Video Preparation

Instructional videos were recorded in two formats:

First-person POV video using a GoPro mounted on the instructor's head.

Face-to-face (FtF) side-view video using two strategically placed cameras to capture side and front views simultaneously.

Both videos were standardized to 25 minutes and 42 seconds in duration and were uploaded privately on YouTube. Access was restricted to registered participant emails and granted three days prior to training. A cartoon character inserted at the end of each video served as a verification checkpoint during pre-class surveys.

Interventions

Participants were randomized into one of three groups using a block randomization method:

POV first-person video group

Face-to-face side-view video group

Control group (no video)

All participants received a pre-class email. The video groups received access to their assigned instructional video and the CVC checklist, while the control group received only the checklist.

Training Day Procedure

Participants first completed a pre-training questionnaire assessing demographics, procedural experience, and video viewing compliance. This was followed by:

Pre-training assessment: Participants performed ultrasound-guided CVC on a phantom model, evaluated by a competency checklist and global rating score.

One-on-one instruction: Instructors provided standardized guidance.

Post-training assessment: Participants repeated the CVC procedure independently and were re-evaluated.

Post-training questionnaire: Included self-assessed confidence and satisfaction scores.

All assessments were performed by a single instructor who was blinded to group allocation.

Statistical Analysis

Continuous variables were reported as medians with interquartile ranges, and categorical variables as counts and percentages. Normality was assessed, and non-parametric tests were used due to skewed data. Between-group comparisons were performed using:

Kruskal-Wallis test (three-group comparison)

Mann-Whitney U test (two-group comparison)

Wilcoxon signed-rank test (paired pre/post comparison)

Chi-square or Fisher's exact test was used for categorical data. A significance threshold of α = 0.05 was used, with Bonferroni correction applied (adjusted α = 0.0167). Analyses were conducted in Python (version 3.13).

Conditions

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Medical Education

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

HEALTH_SERVICES_RESEARCH

Blinding Strategy

DOUBLE

Investigators Outcome Assessors

subjects randomly assigned to one of three groups: the first-person perspective video group, the face-to-face perspective video group, and the control group (who will not watch any videos).

Study Groups

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the first-person perspective video group

Students will watch first-person point-of-view (POV) filmed videos and will complete both pre- and post-tests on the day of the course.

Group Type ACTIVE_COMPARATOR

pre-class videos

Intervention Type BEHAVIORAL

This project aims to evaluate the impact of pre-class videos on enhancing ultrasound teaching effectiveness, particularly comparing videos shot with a first-person perspective (POV) to those shot with a face-to-face perspective.

the face-to-face perspective video group

Students will watch the face-to-face perspective filmed videos and will complete both pre- and post-tests on the day of the course.

Group Type ACTIVE_COMPARATOR

pre-class videos

Intervention Type BEHAVIORAL

This project aims to evaluate the impact of pre-class videos on enhancing ultrasound teaching effectiveness, particularly comparing videos shot with a first-person perspective (POV) to those shot with a face-to-face perspective.

the control group (who will not watch any videos)

A control group without video viewing will also complete both pre- and post-tests on the day of the course.

Group Type PLACEBO_COMPARATOR

no pre-class videos

Intervention Type BEHAVIORAL

the control group (who will not watch any videos)

Interventions

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pre-class videos

This project aims to evaluate the impact of pre-class videos on enhancing ultrasound teaching effectiveness, particularly comparing videos shot with a first-person perspective (POV) to those shot with a face-to-face perspective.

Intervention Type BEHAVIORAL