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Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training

27. juli 2026 opdateret af: Cui yanghai, China International Neuroscience Institution

Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training: A Multicenter Study

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

Studieoversigt

Status

Ikke rekrutterer endnu

Betingelser

Intervention / Behandling

Detaljeret beskrivelse

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

Undersøgelsestype

Interventionel

Tilmelding (Anslået)

40

Fase

  • Ikke anvendelig

Kontakter og lokationer

Dette afsnit indeholder kontaktoplysninger for dem, der udfører undersøgelsen, og oplysninger om, hvor denne undersøgelse udføres.

Studiekontakt

Undersøgelse Kontakt Backup

Deltagelseskriterier

Forskere leder efter personer, der passer til en bestemt beskrivelse, kaldet berettigelseskriterier. Nogle eksempler på disse kriterier er en persons generelle helbredstilstand eller tidligere behandlinger.

Berettigelseskriterier

Aldre berettiget til at studere

  • Voksen

Tager imod sunde frivillige

Ingen

Beskrivelse

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

Studieplan

Dette afsnit indeholder detaljer om studieplanen, herunder hvordan undersøgelsen er designet, og hvad undersøgelsen måler.

Hvordan er undersøgelsen tilrettelagt?

Design detaljer

  • Primært formål: Sundhedstjenesteforskning
  • Tildeling: Randomiseret
  • Interventionel model: Parallel tildeling
  • Maskning: Dobbelt

Våben og indgreb

Deltagergruppe / Arm
Intervention / Behandling
Eksperimentel: VANT GROUP
(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
Andet: VANT 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
Andre navne:
  • Teaching model intervention
Aktiv komparator: Control Group
Control Group (Traditional Structured Teaching): 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). The control group received a structured teaching model consistent with conventional didactic practice in our center, which follows a linear 'theory-discussion-practice' sequence without the integrated multisensory or real-time quantitative feedback loops.
Andet: Traditional 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).

Hvad måler undersøgelsen?

Primære resultatmål

Resultatmål
Foranstaltningsbeskrivelse
Tidsramme
Assessment of Anesthesia Clinical Thinking Process
Tidsramme: 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.
pre-teaching (baseline), immediately post-teaching, and one month post-teaching

Sekundære resultatmål

Resultatmål
Foranstaltningsbeskrivelse
Tidsramme
High-Fidelity Scenario-Based Assessment：Accuracy rate of the primary response (whether the judgment and initial measures aligned with guidelines/expert consensus);
Tidsramme: 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).
Immediately post-teaching
High-Fidelity Scenario-Based Assessment（Second）：Critical decision time (time from scenario start to the first correct intervention)
Tidsramme: 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.
Immediately post-teaching
Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Knowledge retention rate
Tidsramme: 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%).
at 1 month and 3 months post-teaching
Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Transfer application ability
Tidsramme: 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.
at 1 month and 3 months post-teaching
Subjective Learning Experience and Cognitive Load
Tidsramme: 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.
immediately post-teaching

Samarbejdspartnere og efterforskere

Det er her, du vil finde personer og organisationer, der er involveret i denne undersøgelse.

Sponsor

China International Neuroscience Institution

Datoer for undersøgelser

Disse datoer sporer fremskridtene for indsendelser af undersøgelsesrekord og resumeresultater til ClinicalTrials.gov. Studieregistreringer og rapporterede resultater gennemgås af National Library of Medicine (NLM) for at sikre, at de opfylder specifikke kvalitetskontrolstandarder, før de offentliggøres på den offentlige hjemmeside.

Studer store datoer

Studiestart (Anslået)

25. juli 2026

Primær færdiggørelse (Anslået)

19. oktober 2026

Studieafslutning (Anslået)

22. oktober 2026

Datoer for studieregistrering

Først indsendt

15. juli 2026

Først indsendt, der opfyldte QC-kriterier

27. juli 2026

Først opslået (Faktiske)

30. juli 2026

Opdateringer af undersøgelsesjournaler

Sidste opdatering sendt (Faktiske)

30. juli 2026

Sidste opdatering indsendt, der opfyldte kvalitetskontrolkriterier

27. juli 2026

Sidst verificeret

1. juli 2026

Mere information

Begreber relateret til denne undersøgelse

Nøgleord

Andre undersøgelses-id-numre

  • CINI -ZYLX-2026[0622]

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