Comparison of hybrid team-based and simulation learning versus simulation alone for improving non-technical skills of operating room students

Effect of Hybrid Team-Based and Simulation Learning on Non-Technical Skills of Operating Room Students: A Quasi-Experimental Study

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20251227068466N2

Enrollment

Registered

2026-05-16

Start date

2026-05-22

Completion date

Unknown

Last updated

2026-06-01

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Not applicable. This study does not investigate a disease. It is an educational intervention study evaluating non-technical skills of operating room technology students..

Interventions

Intervention 1: Intervention group 1: Students in this group receive simulation-based training. The intervention consists of two phases: Phase 1, pre-simulation preparation including familiarization w

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Being a undergraduate operating room student Having written informed consent to participate in the study No prior participation in similar non-technical skills training in simulation

Exclusion criteria

Exclusion criteria:

Design outcomes

Primary

Measure	Time frame
Mean total score of non-technical skills of students based on the SPLINTS checklist (Scrub Practitioners' List of Intraoperative Non-Technical Skills). Timepoint: Pre-test (before the start of educational interventions), post-test (immediately after completion of educational interventions based on performance during simulation scenarios), and three-month follow-up (based on performance in the real clinical environment). Method of measurement: The SPLINTS checklist (Scrub Practitioners' List of Intraoperative Non-Technical Skills) which includes three main domains: situational awareness, communication and teamwork, and task management, with a total of nine behavioral items. Each item is scored on a four-point scale (one equals poor, two equals marginal, three equals acceptable, four equals good). The mean score is reported as the total non-technical skills score.	—

Measure

Time frame

Mean total score of non-technical skills of students based on the SPLINTS checklist (Scrub Practitioners' List of Intraoperative Non-Technical Skills). Timepoint: Pre-test (before the start of educational interventions), post-test (immediately after completion of educational interventions based on performance during simulation scenarios), and three-month follow-up (based on performance in the real clinical environment). Method of measurement: The SPLINTS checklist (Scrub Practitioners' List of Intraoperative Non-Technical Skills) which includes three main domains: situational awareness, communication and teamwork, and task management, with a total of nine behavioral items. Each item is scored on a four-point scale (one equals poor, two equals marginal, three equals acceptable, four equals good). The mean score is reported as the total non-technical skills score.

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Secondary

Measure	Time frame
Mean score of the situational awareness domain of the SPLINTS checklist (Scrub Practitioners' List of Intraoperative Non-Technical Skills). Timepoint: Pre-test (before the start of educational interventions), post-test (immediately after completion of educational interventions based on performance during simulation scenarios), and three-month follow-up (based on performance in the real clinical environment). Method of measurement: The situational awareness domain of the SPLINTS checklist which includes three behavioral items. Each item is scored on a four-point scale (one equals poor, two equals marginal, three equals acceptable, four equals good). The mean score of the three items is reported as the situational awareness domain score.	—

Measure

Time frame

Mean score of the situational awareness domain of the SPLINTS checklist (Scrub Practitioners' List of Intraoperative Non-Technical Skills). Timepoint: Pre-test (before the start of educational interventions), post-test (immediately after completion of educational interventions based on performance during simulation scenarios), and three-month follow-up (based on performance in the real clinical environment). Method of measurement: The situational awareness domain of the SPLINTS checklist which includes three behavioral items. Each item is scored on a four-point scale (one equals poor, two equals marginal, three equals acceptable, four equals good). The mean score of the three items is reported as the situational awareness domain score.

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactBehzad Imani

Hamedan University of Medical Sciences

webda@umsha.ac.ir0988 13 8381039

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Jun 11, 2026