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The Effect of Role Differences on Learning and Self-Assessment in Simulation-Based Life Support Training Among Dental Students

NCT ID: NCT07240727

Last Updated: 2025-12-16

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

RECRUITING

Clinical Phase

NA

Total Enrollment

84 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-11-20

Study Completion Date

2026-04-01

Brief Summary

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This study aims to evaluate the effectiveness of theoretical and practical training on intermediate life support (ILS) among fifth-year dental students. Participants will be assigned to two roles during simulation-based sessions: practitioners, who perform the interventions, and evaluators, who assess peers using structured checklists. The study will compare theoretical knowledge and practical skills before and after the training, and assess the impact of peer evaluation on learning outcomes. A minimum of 84 students will be enrolled to ensure adequate statistical power. The results will inform the optimization of dental education in emergency life support training.

Detailed Description

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This study aims to investigate the development of theoretical knowledge and practical skills of fifth-year dental students through pre- and post-training assessments, and to compare outcomes between study groups. Prior to receiving theoretical instruction, students will complete a baseline knowledge questionnaire to assess their initial theoretical understanding. Similarly, an initial practical assessment using an Objective Structured Clinical Examination (OSCE) will be conducted to determine baseline practical competence.

Following detailed theoretical training and practical exercises, students will be divided into two groups for simulation-based practical sessions:

Group 1 (Practitioners): Students in this group will participate as practitioners in additional practical sessions following joint theoretical and practical training.

Group 2 (Evaluators): Students in this group will serve as evaluators during the additional practical sessions, using structured checklists developed with the instructor.

During the ILS simulation exercises, practitioner students are expected to detect cardiac and respiratory arrest in adult and pediatric scenarios and implement acute management steps, including activating emergency services (calling 112), requesting an automated external defibrillator, and utilizing emergency intervention equipment. Practitioners will perform chest compressions and positive pressure ventilation with 100% oxygen using appropriate devices. To simulate single- or multi-rescuer interventions, practitioner students will perform in groups of one or two, while evaluators observe and provide immediate feedback. Each student will assume a leadership role at least once, with assisting students following the leader's instructions.

Evaluator students will assess practitioner performance using checklists aligned with the latest American Heart Association (AHA) and European Resuscitation Council (ERC) Basic and Advanced Life Support guidelines. Evaluators will provide immediate feedback on any deficiencies or errors. After simulation sessions, students will undergo OSCE assessments encompassing both adult and pediatric scenarios to evaluate practical skills and theoretical knowledge acquisition. Assessments will be conducted by instructors using rubrics and checklists based on current AHA and ERC recommendations. In addition, students will perform self-assessments using the same rubrics to evaluate their own perception of competence. A minimum of 20 teams will be evaluated three times throughout the study: by the instructor, by their peers, and through self-assessment, enabling the monitoring of skill development and self-evaluation accuracy over time.

Inclusion Criteria:

Fifth-year students enrolled in the Faculty of Dentistry.

Exclusion Criteria:

Students unwilling to participate.

Students with more than 10% absenteeism in training sessions where missed content cannot be made up.

Conditions

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Intermediate Life Support Dental Students Self Evaluation Peer Assessment Instructor Guidance OSCE (Objective Structured Clinical Examination)

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

SINGLE_GROUP

All participants receive the same intermediate life support (ILS) educational program. After the initial theoretical and practical training, students are divided into two groups: one group assumes the practitioner role in simulation-based practical sessions, while the other group serves as evaluators. Both groups participate in observations and assessments, including self-assessment, peer assessment, and instructor assessment. No experimental intervention is applied; the study measures the development of theoretical knowledge and practical skills.
Primary Study Purpose

OTHER

Blinding Strategy

NONE

Study Groups

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Group 1

Practitioner

Group Type ACTIVE_COMPARATOR

Intermediate Life Support (ILS) Educational Program: Practitioner

Intervention Type OTHER

Students assigned to the practitioner arm participate in simulation-based practical sessions, taking the active role in managing adult, pediatric, and infant cardiac and respiratory arrest scenarios. They perform all steps of intermediate life support (ILS), including detection of arrest, chest compressions, positive-pressure ventilation with 100% oxygen, calling emergency services (112), and requesting emergency equipment. Practitioner students may act as single or multiple rescuers during simulations, and each student assumes a leadership role at least once.

Group 2

Evaluator

Group Type ACTIVE_COMPARATOR

Intermediate Life Support (ILS) Educational Program-Evaluator

Intervention Type OTHER

Students assigned to the evaluator arm observe practitioner students during simulation-based practical sessions. They use checklists based on current AHA and ERC guidelines to assess the practitioners' performance and provide immediate feedback. Evaluators also complete self-assessment to measure their own perception of knowledge and practical skills.

Interventions

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Intermediate Life Support (ILS) Educational Program: Practitioner

Students assigned to the practitioner arm participate in simulation-based practical sessions, taking the active role in managing adult, pediatric, and infant cardiac and respiratory arrest scenarios. They perform all steps of intermediate life support (ILS), including detection of arrest, chest compressions, positive-pressure ventilation with 100% oxygen, calling emergency services (112), and requesting emergency equipment. Practitioner students may act as single or multiple rescuers during simulations, and each student assumes a leadership role at least once.

Intervention Type OTHER

Intermediate Life Support (ILS) Educational Program-Evaluator

Students assigned to the evaluator arm observe practitioner students during simulation-based practical sessions. They use checklists based on current AHA and ERC guidelines to assess the practitioners' performance and provide immediate feedback. Evaluators also complete self-assessment to measure their own perception of knowledge and practical skills.

Intervention Type OTHER

Eligibility Criteria

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Inclusion Criteria

* Fifth-year students currently enrolled in the Faculty of Dentistry.

Exclusion Criteria

* Students who declined to participate in the study were excluded.
* Students who demonstrated more than 10% absenteeism from the training sessions, where the missed sessions could not be made up
Eligible Sex

ALL

Accepts Healthy Volunteers

Yes

Sponsors

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Kırıkkale University

OTHER

Sponsor Role collaborator

Gözde Nur Erkan

OTHER

Sponsor Role lead

Responsible Party

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Gözde Nur Erkan

Assisstant Professor

Responsibility Role SPONSOR_INVESTIGATOR

Locations

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Kırıkkale University, Faculty of Dentistry

Kırıkkale, , Turkey (Türkiye)

Site Status RECRUITING

Countries

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Turkey (Türkiye)

Central Contacts

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Gözde Nur Erkan Assisstant Professor

Role: CONTACT

[email protected]
+903182244927 ext. 7140

Facility Contacts

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Assisstant Professor Gözde Nur Erkan

Role: primary

[email protected]
+903182244927 ext. 7140

Other Identifiers

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KU-ERKAN-005

Identifier Type: -

Identifier Source: org_study_id