Identification of Take Home Message in Lecture Based Learning (T-REX 2)
Identification of Take Home Message in Lecture Based Learning: a Randomize Controlled Trial
Medical education involves the acquisition of a large quantity of information. Lecture-based learning (LBL) is the best known of conventional teaching methods. Two thirds of critical care junior doctors identified at best only one of the three main take-home messages of a lecture, suggesting that knowledge transfer is poor during passive format learning.
The investigators assess the impact of an intervention including the identification of take-home message of lecture with slides calling "Learning Objectives", "Message", "Conclusion", in the identification of take-home message in critical care junior doctors.
Studieoversigt
Status
Betingelser
Intervention / Behandling
Detaljeret beskrivelse
Medical education involves the acquisition of a large quantity of information. Lecture-based learning (LBL) is the best known of conventional teaching methods. The main purpose of a lecture is knowledge transfer [1] and its great advantage is that of transferring knowledge from one individual to several or many. Knowledge transfer via LBL is still widely used in international medical congresses, in continuing medical education online via downloading of lectures offered by leading medical schools, and in postgraduate medical education in several countries. We showed that in prospective study of 13 lectures that two thirds of critical care junior doctors identified at best only one of the three main take-home messages of a lecture, suggesting that knowledge transfer is poor during passive format learning.
In this study, we assess the impact of an intervention including the identification of take-home message of lecture with slides calling "Learning Objectives", "Message", "Conclusion", in the identification of take-home message in critical care junior doctors.
6 lectures are performed by professor without specific orders. 6 lectures are performed by professor with the intervention. Both groups of professors do not know this study The critical care juniors do not know the intervention. We compare the take-home messages of students with those of lecturer, 1 month after the lecture.
Undersøgelsestype
Tilmelding (Faktiske)
Kontakter og lokationer
Studiesteder
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Clermont-Ferrand, Frankrig, 63003
- Chu Clermont-Ferrand
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Deltagelseskriterier
Berettigelseskriterier
Aldre berettiget til at studere
Tager imod sunde frivillige
Køn, der er berettiget til at studere
Prøveudtagningsmetode
Studiebefolkning
Beskrivelse
Inclusion Criteria:
- critical care junior who attends lecture
Exclusion Criteria:
- refusal
- critical care junior who do not speak french
Studieplan
Hvordan er undersøgelsen tilrettelagt?
Kohorter og interventioner
Gruppe / kohorte |
Intervention / Behandling |
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Take-Home message
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Hvad måler undersøgelsen?
Primære resultatmål
Resultatmål |
Tidsramme |
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Number of match lecturer's take home message
Tidsramme: 1 month after the lecture
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1 month after the lecture
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Sekundære resultatmål
Resultatmål |
Tidsramme |
|---|---|
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Measure of correct responses to multiple choice-questions
Tidsramme: 1 month after the lecture
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1 month after the lecture
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Samarbejdspartnere og efterforskere
Efterforskere
- Ledende efterforsker: Alexandre Lautrette, University Hospital, Clermont-Ferrand
Publikationer og nyttige links
Datoer for undersøgelser
Studer store datoer
Studiestart
Primær færdiggørelse (Faktiske)
Studieafslutning (Faktiske)
Datoer for studieregistrering
Først indsendt
Først indsendt, der opfyldte QC-kriterier
Først opslået (Skøn)
Opdateringer af undersøgelsesjournaler
Sidste opdatering sendt (Skøn)
Sidste opdatering indsendt, der opfyldte kvalitetskontrolkriterier
Sidst verificeret
Mere information
Begreber relateret til denne undersøgelse
Andre undersøgelses-id-numre
- CHU-0143
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Kliniske forsøg med identification of take-home message of lecture
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Taichung Veterans General HospitalAfsluttet