Clinical Thinking and Decision-making Skills in Anesthesia Residents
Conditions
Keywords
Four-dimensional integrated teaching model
Brief summary
The goal of this clinical trial is to learn if the "Visual-Auditory-Tactile-Numerical" (VANT) four-dimensional integrated teaching model improves clinical thinking and decision-making skills in second-year anesthesia residents. The main questions it aims to answer are: * Does the VANT teaching model improve structured clinical thinking scores (measured by the Anesthesia Clinical Thinking Process Scale) compared to traditional teaching methods? * Does the VANT teaching model enhance crisis management performance, including accuracy of primary management and critical decision time, in high-fidelity simulation scenarios? * Does the VANT teaching model lead to better long-term knowledge retention (at 1 month) and ability to apply learned skills to new clinical situations (at 3 months)? Researchers will compare the VANT four-dimensional integrated teaching group to a traditional structured teaching group to see if the VANT model produces greater improvements in clinical reasoning, crisis response, and knowledge transfer. Participants will: * Complete a 4-week training program (16 credit hours total) in either the VANT group or the traditional teaching group * In the VANT group, engage in multisensory immersive learning involving visual displays (physiological curves and brain network animations), auditory case narratives, tactile manikin manipulation with real-time feedback, and numerical modeling using PK/PD simulation software * In the control group, participate in traditional structured teaching including theoretical lectures, case discussions, and simulation practice with basic feedback * Complete clinical thinking assessments before training, immediately after, and at 1 month and 3 months post-training * Participate in a high-fidelity crisis simulation scenario to evaluate real-time decision-making ability * Complete questionnaires about their learning experience and cognitive load
Detailed description
The goal of this clinical trial is to learn if the "Visual-Auditory-Tactile-Numerical" (VANT) four-dimensional integrated teaching model improves clinical thinking and decision-making skills in second-year anesthesia residents. The main questions it aims to answer are: * Does the VANT teaching model improve structured clinical thinking scores (measured by the Anesthesia Clinical Thinking Process Scale) compared to traditional teaching methods? * Does the VANT teaching model enhance crisis management performance, including accuracy of primary management and critical decision time, in high-fidelity simulation scenarios? * Does the VANT teaching model lead to better long-term knowledge retention (at 1 month) and ability to apply learned skills to new clinical situations (at 3 months)? Researchers will compare the VANT four-dimensional integrated teaching group to a traditional structured teaching group to see if the VANT model produces greater improvements in clinical reasoning, crisis response, and knowledge transfer. Participants will: * Complete a 4-week training program (16 credit hours total) in either the VANT group or the traditional teaching group * In the VANT group, engage in multisensory immersive learning involving visual displays (physiological curves and brain network animations), auditory case narratives, tactile manikin manipulation with real-time feedback, and numerical modeling using PK/PD simulation software * In the control group, participate in traditional structured teaching including theoretical lectures, case discussions, and simulation practice with basic feedback * Complete clinical thinking assessments before training, immediately after, and at 1 month and 3 months post-training * Participate in a high-fidelity crisis simulation scenario to evaluate real-time decision-making ability * Complete questionnaires about their learning experience and cognitive load
Interventions
OTHERTraditional Structured Teaching intervention
This group adopted a structured teaching model consistent with most domestic anesthesia teaching practices, with total credit hours exactly matching the experimental group. The teaching content also centered on the same core case, the organizational format was:①Theoretical Lectures (4 hours).②Case Discussions (6 hours).③Simulation Practice (6 hours).
OTHERVANT intervention
(Four-Dimensional Integrated Immersive Teaching): The "Visual-Auditory-Numerical-Tactile" (VANT) four-dimensional driven teaching model was implemented in a dedicated immersive simulation classroom equipped with multimodal teaching devices. The teaching procedure followed the sequential order of the four dimensions: ① Visual Insight. ② Auditory Embedding. ③ Numerical Validation. ④Tactile Interaction
Sponsors
China International Neuroscience Institution
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
DOUBLE (Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
20 Years to 40 Years
Healthy volunteers
No
Inclusion criteria
* All participants were in their second year of standardized residency training in anesthesiology, had completed basic anesthesia rotations, and possessed fundamental operational skills suitable for advanced clinical thinking training.
Exclusion criteria
* unwillingness to complete the full training and assessment protocol
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Assessment of Anesthesia Clinical Thinking Process | pre-teaching (baseline), immediately post-teaching, and one month post-teaching | A modified version of the Anesthesia Clinical Thinking Process Scale (ACTPS), which had been validated for reliability and validity (Cronbach's α = 0.873), was used to evaluate the clinical thinking process before the teaching session, immediately after, and at one month post-teaching. The scale consists of 12 items across four dimensions: breadth of information integration, depth of problem identification, reasonableness of plan generation, and comprehensiveness of expected and alternative plans. Each item is rated on a 7-point Likert scale, with a total score of 84 converted to a percentage scale. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| High-Fidelity Scenario-Based Assessment：Accuracy rate of the primary response (whether the judgment and initial measures aligned with guidelines/expert consensus); | Immediately post-teaching | High-Fidelity Scenario-Based Assessment：Accuracy rate of the primary response (whether the judgment and initial measures aligned with guidelines/expert consensus);In high-fidelity scenarios, four critical decision points are established based on scenario-triggered events. Each decision point is scored independently according to the criteria below, with no mutual influence among them. The scores from the four decision points are summed to produce the "Integrated Management Competency Score" for the scenario (maximum score: 12 points). The final total score corresponds to a competency tier (e.g., 10-12 = Excellent, 7-9 = Proficient, 4-6 = Basic, 0-3 = Needs Improvement). |
| High-Fidelity Scenario-Based Assessment（Second）：Critical decision time (time from scenario start to the first correct intervention) | Immediately post-teaching | High-Fidelity Scenario-Based Assessment（Second）：Critical decision time (time from scenario start to the first correct intervention);Compare the times recorded by the timers in the two groups at the first measurement point. |
| Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Knowledge retention rate | at 1 month and 3 months post-teaching | Knowledge retention rate: A closed-book test consisting of 20 standardized multiple-choice questions (1 point each, total 20 points), parallel in content to the teaching cases but with different scenarios, was administered at one month post-teaching. The retention rate was calculated as (actual score / maximum score × 100%). |
| Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Transfer application ability | at 1 month and 3 months post-teaching | Transfer application ability at three months: A new virtual case not presented during teaching was introduced. Participants were required to complete four tasks: selection of monitoring indicators, design of anesthesia and analgesia regimens, planning of adverse event countermeasures, and justification for regimen adjustments (each task scored 0-25, total 100 points). Two senior clinicians blinded to group allocation independently rated the performance, and the average score was taken as the transfer application score. |
| Subjective Learning Experience and Cognitive Load | immediately post-teaching | The Paas Self-Rating Scale of Cognitive Load were used to measure participants' mental load, mental demand, and effort immediately after key teaching sessions. |
Contacts
CONTACTXinYa Wang, Dr
CONTACTYi Huang, Dr
Outcome results
None listed