Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training
27 de julio de 2026 actualizado por: 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
Descripción general del estudio
Estado
Estado
Aún no reclutando
Condiciones
Condiciones
Intervención / Tratamiento
Intervención / Tratamiento
Descripción detallada
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
Tipo de estudio
Tipo de estudio
Intervencionista
Inscripción (Estimado)
Inscripción
40
Fase
Fase
- No aplica
Contactos y Ubicaciones
Esta sección proporciona los datos de contacto de quienes realizan el estudio e información sobre dónde se lleva a cabo este estudio.
Estudio Contacto
Estudio Contacto
- Nombre: XinYa Wang, Dr
- Número de teléfono: 01083199270
- Correo electrónico: 1055885750@qq.com
Copia de seguridad de contactos de estudio
- Nombre: Yi Huang, Dr
- Número de teléfono: 01083199321
- Correo electrónico: 1104406602@qq.com
Criterios de participación
Los investigadores buscan personas que se ajusten a una determinada descripción, denominada criterio de elegibilidad. Algunos ejemplos de estos criterios son el estado de salud general de una persona o tratamientos previos.
Criterio de elegibilidad
Criterio de elegibilidad
Edades elegibles para estudiar
- Adulto
Acepta Voluntarios Saludables
No
Descripción
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
Plan de estudios
Esta sección proporciona detalles del plan de estudio, incluido cómo está diseñado el estudio y qué mide el estudio.
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Investigación de servicios de salud
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Doble
Número de brazos
2
Armas e Intervenciones
Grupo de participantes/brazoGrupo de participantes/brazo |
Intervención / TratamientoIntervención / Tratamiento |
|---|---|
|
Experimental: 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
|
(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
Otros nombres:
|
|
Comparador activo: 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.
|
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).
|
¿Qué mide el estudio?
Medidas de resultado primarias
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
|
Assessment of Anesthesia Clinical Thinking Process
Periodo de tiempo: 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.
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pre-teaching (baseline), immediately post-teaching, and one month post-teaching
|
Medidas de resultado secundarias
Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
|
High-Fidelity Scenario-Based Assessment：Accuracy rate of the primary response (whether the judgment and initial measures aligned with guidelines/expert consensus);
Periodo de tiempo: 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).
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Immediately post-teaching
|
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High-Fidelity Scenario-Based Assessment（Second）：Critical decision time (time from scenario start to the first correct intervention)
Periodo de tiempo: 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.
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Immediately post-teaching
|
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Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Knowledge retention rate
Periodo de tiempo: 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%).
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at 1 month and 3 months post-teaching
|
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Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Transfer application ability
Periodo de tiempo: 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.
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at 1 month and 3 months post-teaching
|
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Subjective Learning Experience and Cognitive Load
Periodo de tiempo: 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
|
Colaboradores e Investigadores
Aquí es donde encontrará personas y organizaciones involucradas en este estudio.
Patrocinador
Patrocinador
Fechas de registro del estudio
Estas fechas rastrean el progreso del registro del estudio y los envíos de resultados resumidos a ClinicalTrials.gov. Los registros del estudio y los resultados informados son revisados por la Biblioteca Nacional de Medicina (NLM) para asegurarse de que cumplan con los estándares de control de calidad específicos antes de publicarlos en el sitio web público.
Fechas importantes del estudio
Inicio del estudio (Estimado)
Inicio del estudio
25 de julio de 2026
Finalización primaria (Estimado)
Finalización primaria
19 de octubre de 2026
Finalización del estudio (Estimado)
Finalización del estudio
22 de octubre de 2026
Fechas de registro del estudio
Enviado por primera vez
Enviado por primera vez
15 de julio de 2026
Primero enviado que cumplió con los criterios de control de calidad
Primero enviado que cumplió con los criterios de control de calidad
27 de julio de 2026
Publicado por primera vez (Actual)
Publicado por primera vez
30 de julio de 2026
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
Última actualización publicada
30 de julio de 2026
Última actualización enviada que cumplió con los criterios de control de calidad
Última actualización enviada que cumplió con los criterios de control de calidad
27 de julio de 2026
Última verificación
Última verificación
1 de julio de 2026
Más información
Términos relacionados con este estudio
Palabras clave
Otros números de identificación del estudio
Otros números de identificación del estudio
- CINI -ZYLX-2026[0622]
Información sobre medicamentos y dispositivos, documentos del estudio
Estudia un producto farmacéutico regulado por la FDA de EE. UU.
No
Estudia un producto de dispositivo regulado por la FDA de EE. UU.
No
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