Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training
27 juillet 2026 mis à jour par: 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
Aperçu de l'étude
Statut
Pas encore de recrutement
Intervention / Traitement
Description détaillée
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
Type d'étude
Interventionnel
Inscription (Estimé)
40
Phase
- N'est pas applicable
Contacts et emplacements
Cette section fournit les coordonnées de ceux qui mènent l'étude et des informations sur le lieu où cette étude est menée.
Coordonnées de l'étude
- Nom: XinYa Wang, Dr
- Numéro de téléphone: 01083199270
- E-mail: 1055885750@qq.com
Sauvegarde des contacts de l'étude
- Nom: Yi Huang, Dr
- Numéro de téléphone: 01083199321
- E-mail: 1104406602@qq.com
Critères de participation
Les chercheurs recherchent des personnes qui correspondent à une certaine description, appelée critères d'éligibilité. Certains exemples de ces critères sont l'état de santé général d'une personne ou des traitements antérieurs.
Critère d'éligibilité
Âges éligibles pour étudier
- Adulte
Accepte les volontaires sains
Non
La description
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 d'étude
Cette section fournit des détails sur le plan d'étude, y compris la façon dont l'étude est conçue et ce que l'étude mesure.
Comment l'étude est-elle conçue ?
Détails de conception
- Objectif principal: Recherche sur les services de santé
- Répartition: Randomisé
- Modèle interventionnel: Affectation parallèle
- Masquage: Double
Armes et Interventions
Groupe de participants / Bras |
Intervention / Traitement |
|---|---|
|
Expérimental: 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
Autres noms:
|
|
Comparateur actif: 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).
|
Que mesure l'étude ?
Principaux critères de jugement
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
|
Assessment of Anesthesia Clinical Thinking Process
Délai: 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
|
Mesures de résultats secondaires
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
|
High-Fidelity Scenario-Based Assessment：Accuracy rate of the primary response (whether the judgment and initial measures aligned with guidelines/expert consensus);
Délai: 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)
Délai: 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
Délai: 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
Délai: 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
Délai: 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
|
Collaborateurs et enquêteurs
C'est ici que vous trouverez les personnes et les organisations impliquées dans cette étude.
Dates d'enregistrement des études
Ces dates suivent la progression des dossiers d'étude et des soumissions de résultats sommaires à ClinicalTrials.gov. Les dossiers d'étude et les résultats rapportés sont examinés par la Bibliothèque nationale de médecine (NLM) pour s'assurer qu'ils répondent à des normes de contrôle de qualité spécifiques avant d'être publiés sur le site Web public.
Dates principales de l'étude
Début de l'étude (Estimé)
25 juillet 2026
Achèvement primaire (Estimé)
19 octobre 2026
Achèvement de l'étude (Estimé)
22 octobre 2026
Dates d'inscription aux études
Première soumission
15 juillet 2026
Première soumission répondant aux critères de contrôle qualité
27 juillet 2026
Première publication (Réel)
30 juillet 2026
Mises à jour des dossiers d'étude
Dernière mise à jour publiée (Réel)
30 juillet 2026
Dernière mise à jour soumise répondant aux critères de contrôle qualité
27 juillet 2026
Dernière vérification
1 juillet 2026
Plus d'information
Termes liés à cette étude
Autres numéros d'identification d'étude
- CINI -ZYLX-2026[0622]
Informations sur les médicaments et les dispositifs, documents d'étude
Étudie un produit pharmaceutique réglementé par la FDA américaine
Non
Étudie un produit d'appareil réglementé par la FDA américaine
Non
Ces informations ont été extraites directement du site Web clinicaltrials.gov sans aucune modification. Si vous avez des demandes de modification, de suppression ou de mise à jour des détails de votre étude, veuillez contacter register@clinicaltrials.gov. Dès qu'un changement est mis en œuvre sur clinicaltrials.gov, il sera également mis à jour automatiquement sur notre site Web .