Effect of an Observer Tool on Learning Outcomes During High Fidelity Simulation

Study Overview
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Brief Summary
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The increasing use of high-fidelity simulation is limited by the imbalance between the growing number of students and the human resources available in such a way that all residents cannot play a role during scenarios. The learning outcomes of observers need to be studied in more depth. Previous studies have provided controversial results but overall no significant differences in learning outcomes can be demonstrated between observers and participants engaged as players in scenarios. Moreover, preliminary data suggest that learning outcomes of observers might be improved by using an observer tool during the scenario. However, no high-quality study has yet shown if this assumption is verified. In the present study, 3rd-4th year residents in anesthesia will be randomized before high fidelity scenarios to act as observers only or active participants in some scenarios and observers in others. The main outcome parameter will be the learning outcomes by comparing data obtained before and after the sessions by using questionnaires specifically dedicated to the knowledge of technical skills in the management of crisis scenarios.

Detailed Description
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The increasing use of high-fidelity simulation in France during the anesthesia curriculum is limited by the imbalance between the growing number of students and the human resources available in such a way that all residents cannot play a role during scenarios. This leads to a new situation in which not all residents can be an active participant in scenarios with some remaining observers all along the simulation sessions. Based on Kolb experiential theory, this situation should lead to a decreased knowledge acquisition. Previous studies have however provided controversial results but overall no significant differences in learning outcomes can be demonstrated between observers and participants engaged as players in scenarios. Moreover, preliminary data suggest that learning outcomes of observers might be improved by using an observer tool during the scenario. However, no high-quality study has yet shown if this assumption is verified. In the present study, after informed consent will be obtained, 3rd-4th year residents in anesthesia will be randomized before high fidelity scenarios to act as observers only or active participants in some scenarios and observers in others. The main outcome parameter will be the learning outcomes by comparing data obtained before and after the sessions by using questionnaires specifically dedicated to the knowledge of technical skills in the management of crisis scenarios. In addition, self-efficacy of the simulation sessions will be explored through the responses to additional questionnaires evaluating the change in non-technical skills after the sessions.

Official Title
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Impact of the Use of an Observer Tool Based on Technical Skills on Learning Outcomes in Anesthesia Residents Undergoing High Fidelity Simulation

Conditions
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Simulation

Intervention / Treatment
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* Behavioral: educational intervention with observer tool
* Behavioral: educational intervention


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: residents in anesthesia Exclusion Criteria: none

Ages Eligible for Study
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Minimum Age: 20 Years
Maximum Age: 40 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: randomized study
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: educational intervention - observer tool<br>Participants in this arm will be given the observer tool (OT) before the scenario and will be explained how to use it, i.e. observe all details of the scenario on the screen and tick on the OT all actions which are done by active participants.The observer tool will also be used to engage observers during the debriefing session. The scenario will then be observed in a screen (i.e. the scenario is played by active participants in an adjacent room using direct video-recording and transmission. | Behavioral: educational intervention with observer tool<br>* To assess if the use of an observer tool by observers during high fidelity simulation improves learning outcomes<br>|
| Active Comparator: without observer tool<br>Participants in this arm will not be given the observer tool (OT) before the scenario but will be asked to observe all details of the scenario on the screen.The observers will also be asked to participate during the debriefing session. | Behavioral: educational intervention<br>* without observer tool<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Learning outcomes assessing knowledge of technical skills | The main outcome parameter will be the learning outcomes by comparing data obtained before and after the sessions by using questionnaires specifically dedicated to the knowledge of technical skills in the management of crisis scenarios: change will be assessed | measured before and immediately after the session | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| self assessment of the effect of the simulation session on non-technical skills | Self-efficacy of the simulation sessions will be explored through the responses to additional questionnaires evaluating the change in non-technical skills after the sessions | measured immediately after the session | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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simulation, high-fidelity, observer tool; learning outcomes