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.
연구 개요
상태
상세 설명
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.
연구 유형
등록 (실제)
연락처 및 위치
연구 장소
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Clermont-Ferrand, 프랑스, 63003
- CHU clermont-ferrand
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참여기준
자격 기준
공부할 수 있는 나이
건강한 자원 봉사자를 받아들입니다
연구 대상 성별
샘플링 방법
연구 인구
설명
Inclusion Criteria:
- critical care junior who attends lecture
Exclusion Criteria:
- refusal
- critical care junior who do not speak french
공부 계획
연구는 어떻게 설계됩니까?
코호트 및 개입
그룹/코호트 |
개입 / 치료 |
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Take-Home message
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연구는 무엇을 측정합니까?
주요 결과 측정
결과 측정 |
기간 |
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Number of match lecturer's take home message
기간: 1 month after the lecture
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1 month after the lecture
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2차 결과 측정
결과 측정 |
기간 |
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Measure of correct responses to multiple choice-questions
기간: 1 month after the lecture
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1 month after the lecture
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공동 작업자 및 조사자
수사관
- 수석 연구원: Alexandre Lautrette, University Hospital, Clermont-Ferrand
간행물 및 유용한 링크
연구 기록 날짜
연구 주요 날짜
연구 시작
기본 완료 (실제)
연구 완료 (실제)
연구 등록 날짜
최초 제출
QC 기준을 충족하는 최초 제출
처음 게시됨 (추정)
연구 기록 업데이트
마지막 업데이트 게시됨 (추정)
QC 기준을 충족하는 마지막 업데이트 제출
마지막으로 확인됨
추가 정보
이 연구와 관련된 용어
키워드
기타 연구 ID 번호
- CHU-0143
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