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- Klinische proef NCT01795651
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.
Studie Overzicht
Toestand
Interventie / Behandeling
Gedetailleerde beschrijving
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.
Studietype
Inschrijving (Werkelijk)
Contacten en locaties
Studie Locaties
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Clermont-Ferrand, Frankrijk, 63003
- CHU Clermont-Ferrand
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Deelname Criteria
Geschiktheidscriteria
Leeftijden die in aanmerking komen voor studie
Accepteert gezonde vrijwilligers
Geslachten die in aanmerking komen voor studie
Bemonsteringsmethode
Studie Bevolking
Beschrijving
Inclusion Criteria:
- critical care junior who attends lecture
Exclusion Criteria:
- refusal
- critical care junior who do not speak french
Studie plan
Hoe is de studie opgezet?
Cohorten en interventies
Groep / Cohort |
Interventie / Behandeling |
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Take-Home message
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Wat meet het onderzoek?
Primaire uitkomstmaten
Uitkomstmaat |
Tijdsspanne |
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Number of match lecturer's take home message
Tijdsspanne: 1 month after the lecture
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1 month after the lecture
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Secundaire uitkomstmaten
Uitkomstmaat |
Tijdsspanne |
---|---|
Measure of correct responses to multiple choice-questions
Tijdsspanne: 1 month after the lecture
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1 month after the lecture
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Medewerkers en onderzoekers
Onderzoekers
- Hoofdonderzoeker: Alexandre LAUTRETTE, University Hospital, Clermont-Ferrand
Publicaties en nuttige links
Studie record data
Bestudeer belangrijke data
Studie start
Primaire voltooiing (Werkelijk)
Studie voltooiing (Werkelijk)
Studieregistratiedata
Eerst ingediend
Eerst ingediend dat voldeed aan de QC-criteria
Eerst geplaatst (Schatting)
Updates van studierecords
Laatste update geplaatst (Schatting)
Laatste update ingediend die voldeed aan QC-criteria
Laatst geverifieerd
Meer informatie
Termen gerelateerd aan deze studie
Trefwoorden
Andere studie-ID-nummers
- CHU-0143
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