Enhancing Teaching Strategies for Newly Recruited Interns: Comparing Massive Open Online Courses, Simulation, and Escape Games

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

51 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-10-01

Study Completion Date

2025-12-03

Brief Summary

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This randomized controlled trial will compare three innovative teaching methods-Massive Open Online Courses (MOOCs), simulation, and escape games-among newly recruited medical interns at Ibn Sina University Hospital in Rabat, Morocco. The study aims to evaluate their effectiveness in improving knowledge of diabetic ketoacidosis management, retention of knowledge after 4 weeks, and learner motivation. Fifty-one interns will be randomly assigned to one of the three groups. Outcomes will be assessed using multiple-choice knowledge tests at baseline, immediately after training, and 4 weeks later, as well as the Intrinsic Motivation Inventory questionnaire. The results will provide evidence on the most effective and engaging approach to support induction training of new medical interns.

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Detailed Description

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The induction period for newly recruited medical interns represents a critical stage in their professional training. On arrival at the hospital, interns must rapidly acquire clinical knowledge, technical skills, and adaptive behaviors to ensure patient safety and integration into the healthcare team. Innovative teaching strategies, including Massive Open Online Courses (MOOCs), high-fidelity simulation, and gamified approaches such as escape games, have been increasingly adopted in medical education, but comparative evidence of their effectiveness in this context remains limited.

This study is a prospective, randomized controlled trial conducted at Ibn Sina University Hospital, Rabat, Morocco. A total of 51 newly recruited medical interns will be randomly assigned to one of three intervention groups:

MOOC group: A structured online course hosted on Canvas, including four short video modules (4-5 minutes each) covering diagnosis, pathophysiology, precipitating factors, and therapeutic management of diabetic ketoacidosis (DKA). Interactive quizzes are included between modules.

Simulation group: Participants engage in a high-fidelity simulation scenario of DKA secondary to urinary tract infection, using a mannequin in a controlled training environment. Each session is followed by a structured debriefing.

Escape game group: Interns participate in a 30-minute collaborative escape game consisting of 10 puzzles designed to guide them through the diagnostic and therapeutic steps of DKA management, encouraging teamwork and problem-solving.

All interventions focus on the same clinical case to ensure content comparability. A single faculty member oversees all sessions to maintain consistency in delivery and evaluation.

Outcomes: Knowledge acquisition is assessed using a validated 10-item multiple-choice questionnaire administered at baseline (pre-test), immediately after the intervention (post-test), and 4 weeks later (late post-test) to evaluate both immediate learning and short-term retention. Motivation and satisfaction are assessed immediately after the intervention using the Intrinsic Motivation Inventory (IMI), focusing on interest/enjoyment, perceived competence, perceived choice, and pressure/tension.

Analysis: Scores will be compared within and between groups using repeated-measures ANOVA and appropriate non-parametric tests. The study is designed to test whether one teaching method provides superior short-term knowledge gains, improved retention, or greater learner motivation.

This trial addresses an important gap in medical education by directly comparing three pedagogical approaches during the induction training of new interns. Results are expected to guide educational policy and support the development of blended learning strategies that combine the strengths of digital, experiential, and gamified methods.

Conditions

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Medical Education

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Fifty-one newly recruited medical interns will be randomly assigned in equal proportions to one of three parallel groups. Each group will receive a single, distinct educational intervention on the same clinical case (diabetic ketoacidosis). The interventions are: (1) a structured MOOC with interactive quizzes, (2) a high-fidelity simulation scenario with debriefing, or (3) a gamified escape game composed of 10 puzzles. Participants remain in their assigned group throughout the study, and outcomes are compared between groups.

Primary Study Purpose

OTHER

Blinding Strategy

NONE

Study Groups

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MOOC (E-learning)

Participants complete a structured Massive Open Online Course (MOOC) hosted on Canvas. The course includes four 4-5 minute video modules on diabetic ketoacidosis, with interactive quizzes between modules.

Group Type EXPERIMENTAL

MOOC (E-Learning)

Intervention Type BEHAVIORAL

Participants complete a structured Massive Open Online Course (MOOC) hosted on Canvas. The course includes four 4-5 minute video modules on diabetic ketoacidosis, with interactive quizzes between modules.

Simulation

Participants take part in a high-fidelity simulation session using a mannequin programmed for diabetic ketoacidosis management. Each session is followed by a structured debriefing led by the instructor.

Group Type EXPERIMENTAL

Simulation Training

Intervention Type BEHAVIORAL

Participants take part in a high-fidelity simulation session using a mannequin programmed for diabetic ketoacidosis management. Each session is followed by a structured debriefing led by the instructor.

Escape Game

Participants join a 30-minute educational escape game with 10 puzzles that guide them through the diagnosis and management of diabetic ketoacidosis. The activity emphasizes collaboration and problem-solving.

Group Type EXPERIMENTAL

Educational Escape Game

Intervention Type BEHAVIORAL

Participants join a 30-minute educational escape game with 10 puzzles that guide them through the diagnosis and management of diabetic ketoacidosis. The activity emphasizes collaboration and problem-solving.

Interventions

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MOOC (E-Learning)

Participants complete a structured Massive Open Online Course (MOOC) hosted on Canvas. The course includes four 4-5 minute video modules on diabetic ketoacidosis, with interactive quizzes between modules.

Intervention Type BEHAVIORAL

Simulation Training

Participants take part in a high-fidelity simulation session using a mannequin programmed for diabetic ketoacidosis management. Each session is followed by a structured debriefing led by the instructor.

Intervention Type BEHAVIORAL

Educational Escape Game

Participants join a 30-minute educational escape game with 10 puzzles that guide them through the diagnosis and management of diabetic ketoacidosis. The activity emphasizes collaboration and problem-solving.

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* Newly recruited medical interns at Ibn Sina University Hospital (CHU), Rabat
* Voluntary participation with signed informed consent
* No prior formal training specifically focused on diabetic ketoacidosis