None listed
Conditions
Brief summary
Teaching of clinical decision-making skills is a complex task undertaken by educators of health professional degrees. Simulated learning approaches are now commonplace, but it is unclear how they can best be delivered. They can be conducted “live” using professional actors or students as role-playing actors, or be video-taped for non-live learning. It is unclear both whether how live versus non-live simulated learning approaches generate the same benefits for student learning, nor how much of each approach is needed to generate measurable improvements. In this research we will compare live delivery of simulated learning using students as role-playing actors with video-taped versions of the same simulated scenarios. We will also compare providing varying amounts of each form of training to determine how much is required to generate a measurable improvement. The clinical skill context area that we will conduct this investigation in is “Situational Awareness”. This is a relatively new concept that has been drawn from fields such as aeroplane pilot training. It relates to the concepts of being aware of specific cues in the environment, comprehending the meaning of these cues for the patient, and then being able to project into patient management relevant strategies based on this information. Currently, situational awareness is only being taught in one professional discipline within the School of Primary and Allied Health Care. We hypothesise that greater amounts of exposure to situational awareness training will result in higher performance in the situational awareness testing, and that the live, student-actor teaching approach will be more effective than the video-based education approach.
Interventions
Intervention 1) Student-actor simulated learning:
Students will be exposed to a simulated learning scenario where students play roles of patient or health professional or observer within the scenario. Students will be asked scripted prompting questions by a tutor from the Situation Awareness Global Assessment Technique during the simulated scenario. Students will be asked to respond verbally to the prompting questions which the facilitator will record on Qualtrics, but this will not be reviewed
Intervention 1) Student-actor simulated learning: Students will be exposed to a simulated learning scenario where students play roles of patient or health professional or observer within the scenario. Students will be asked scripted prompting questions by a tutor from the Situation Awareness Global Assessment Technique during the simulated scenario. Students will be asked to respond verbally to the prompting questions which the facilitator will record on Qualtrics, but this will not be reviewed. Students will be asked to reflect on their experience within the scenario at the conclusion of the scenario. A simulated learning scenario will last for ~15 minutes. Individual student participants will be exposed to zero, one, two or three of these scenarios prior to their outcome measure scenario / assessment. Students who are exposed to more than one scenario will have them administered in back-to-back sessions, with an approximate 10 minute break in between each session. Intervention 2) Video-based scenario learning: Pre-recorded video materials of the same scenarios as for the student-actor simulated scenarios will be presented to a different set of student participants. The video materials will be uploaded onto the Qualtrics platform, where the students will be able to watch the videos while being presented with the same scripted prompting questions from the Situation Awareness Global Assessment Technique. Students will be asked to type their answers on the Qualtrics platform however these will not be reviewed. Students will be asked to reflect on their experience within the video scenario at the conclusion of watching it. The video-based simulated learning scenario will last for ~15 minutes. Individual student participants will be exposed to zero, one, two or three of these scenarios prior to their outcome measure scenario / assessment. Students who are exposed to more than one scenario will have them administered in back-to-back sessions, without a break in between each session beyond the period of reflection conducted after each.
Sponsors
Monash University
Study design
Allocation
Randomised controlled trial
Intervention model
Other
Primary purpose
Educational / counselling / training
Masking
Blinded (masking used) (Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
All
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Allied health professional students studying at Monash University, School of Primary and Allied Health Care, in Australia. These students will be in the 2nd, 3rd or 4th year of study within the course areas of Paramedics, Physiotherapy, Occupational Therapy, Social Work or Medical Imaging.
Exclusion criteria
None
Outcome results
None listed