Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training
2026년 7월 27일 업데이트: 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
연구 개요
상태
상태
아직 모집하지 않음
정황
정황
개입 / 치료
개입 / 치료
상세 설명
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
연구 유형
연구 유형
중재적
등록 (추정된)
등록
40
단계
단계
- 해당 없음
연락처 및 위치
이 섹션에서는 연구를 수행하는 사람들의 연락처 정보와 이 연구가 수행되는 장소에 대한 정보를 제공합니다.
연구 연락처
연구 연락처
- 이름: XinYa Wang, Dr
- 전화번호: 01083199270
- 이메일: 1055885750@qq.com
연구 연락처 백업
- 이름: Yi Huang, Dr
- 전화번호: 01083199321
- 이메일: 1104406602@qq.com
참여기준
연구원은 적격성 기준이라는 특정 설명에 맞는 사람을 찾습니다. 이러한 기준의 몇 가지 예는 개인의 일반적인 건강 상태 또는 이전 치료입니다.
자격 기준
자격 기준
공부할 수 있는 나이
- 성인
건강한 자원 봉사자를 받아들입니다
아니
설명
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
공부 계획
이 섹션에서는 연구 설계 방법과 연구가 측정하는 내용을 포함하여 연구 계획에 대한 세부 정보를 제공합니다.
연구는 어떻게 설계됩니까?
디자인 세부사항
- 주 목적: 건강 서비스 연구
- 할당: 무작위
- 중재 모델: 병렬 할당
- 마스킹: 더블
팔의 수
2
무기와 개입
참가자 그룹 / 팔참가자 그룹 / 팔 |
개입 / 치료개입 / 치료 |
|---|---|
|
실험적: 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
다른 이름들:
|
|
활성 비교기: 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).
|
연구는 무엇을 측정합니까?
주요 결과 측정
주요 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
|
Assessment of Anesthesia Clinical Thinking Process
기간: 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
|
2차 결과 측정
2차 결과 측정
결과 측정 |
측정값 설명 |
기간 |
|---|---|---|
|
High-Fidelity Scenario-Based Assessment：Accuracy rate of the primary response (whether the judgment and initial measures aligned with guidelines/expert consensus);
기간: 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)
기간: 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
기간: 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
기간: 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
기간: 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
|
공동 작업자 및 조사자
여기에서 이 연구와 관련된 사람과 조직을 찾을 수 있습니다.
연구 기록 날짜
이 날짜는 ClinicalTrials.gov에 대한 연구 기록 및 요약 결과 제출의 진행 상황을 추적합니다. 연구 기록 및 보고된 결과는 공개 웹사이트에 게시되기 전에 특정 품질 관리 기준을 충족하는지 확인하기 위해 국립 의학 도서관(NLM)에서 검토합니다.
연구 주요 날짜
연구 시작 (추정된)
연구 시작
2026년 7월 25일
기본 완료 (추정된)
기본 완료
2026년 10월 19일
연구 완료 (추정된)
연구 완료
2026년 10월 22일
연구 등록 날짜
최초 제출
최초 제출
2026년 7월 15일
QC 기준을 충족하는 최초 제출
QC 기준을 충족하는 최초 제출
2026년 7월 27일
처음 게시됨 (실제)
처음 게시됨
2026년 7월 30일
연구 기록 업데이트
마지막 업데이트 게시됨 (실제)
마지막 업데이트 게시됨
2026년 7월 30일
QC 기준을 충족하는 마지막 업데이트 제출
QC 기준을 충족하는 마지막 업데이트 제출
2026년 7월 27일
마지막으로 확인됨
마지막으로 확인됨
2026년 7월 1일
추가 정보
이 연구와 관련된 용어
기타 연구 ID 번호
기타 연구 ID 번호
- CINI -ZYLX-2026[0622]
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