Learning
Conditions
Keywords
Simulation, Learning, Medical Students, Empathy, Anxiety
Brief summary
Simulation is used to teach undergraduate and postgraduate healthcare professionals, however it is not known how best to use this resource. Using qualitative methods, this study aims to investigate how medical students learn during simulation scenarios and will compare students who are paired with peers with those who are solo during their scenarios. Video and audio data from simulations will be collected and analysed with anxiety and empathy questionnaire data and semi-structured interviews.
Detailed description
Medical students attending a simulation day will either perform their simulation paired with another student from the group or solo. Video data from the scenario and audio data from the feedback session will be retained. One week later students will perform a second scenario and the feedback following this will be retained. Students will also have a semi-structured interview and complete anxiety and empathy questionnaires.
Interventions
OTHERSimulation scenario
Students performing their scenario will be paired, not solo
Sponsors
University of Oxford
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to 60 Years
Healthy volunteers
Yes
Inclusion criteria
* All final year medical students at the study university who are allocated to attend the anaesthesia special study module
Exclusion criteria
* Non-English speakers * Visiting students who will be unable to complete the study * Students who refuse to participate
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Learning during simulation scenario as measured qualitatively | 2 years |
Countries
United Kingdom
Outcome results
None listed