Impact of the Virtual Human Project on Team-based Learning: A Randomized-controlled Trial

Study Overview
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Brief Summary
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Team-based learning (TBL) is a learner-centered, instructor-directed strategy for small group active learning in large group educational settings. When TBL is conducted correctly, the students' performances are equivalent or improved in comparison to either lecture-based formats or more traditional small group learning models.1 Nevertheless, few studies have been published regarding the insertion of innovative audiovisual tools in the TBL context. The Virtual Human Project is described as powerful sequences of three dimension (3D) computer graphics video of the human body that aids learning by facilitating an understanding in relation to a specific subject. The Virtual Human is composed by video sequences combining anatomy, physiology, and morphology in the context of various diseases. There are video sequences available for many disciplines, including dermatology and with capacity to produce anatomical structures by 3D printer. Despite the incredible potential applications of the Virtual Human, few studies have assessed its impact on medical education. The investigators did not find any study evaluating TBL with the insertion of iconographic educational material that assessed whether this intervention could change the learning progress of students. This is the aim of the present study, by comparing students tests scores after a TBL session with the VIrtual Human videos about leprosy or a standard TBL session, and to evaluate the student's satisfaction with the Virtual Human videos.

Official Title
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Educational Virtual Objects (The Virtual Human Project) Assessment Inserted in Learning Based on Team (Team-based Learning) in Leprosy Education on Undergraduate Medical Setting

Conditions
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Leprosy

Intervention / Treatment
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* Device: The Virtual Human Project


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: undergraduate medical students in the third year of Medical School at the Federal University of Mato Grosso do Sul. Exclusion Criteria: students previously exposed to dermatologic research, extracurricular activities involving dermatology or dermatology rotation in that year

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Exposed<br>The Virtual Human Project videos and Team-Based learning session about leprosy | Device: The Virtual Human Project<br>* Virtual Human educational videos about leprosy<br>|
| Placebo Comparator: Unexposed<br>Standard Team-Based learning session about leprosy | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Average of Individual readiness assessment test (IRAT) grades | The average of the IRAT scores achieved by students | One year | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| The Average of group readiness assessment test (GRAT) grades | The average of the GRAT scores achieved by students | One year | 
| The Average of clinical case scores | The average of the clinical case scores achieved by students | One year |