Simulation-Based Learning on Clinical Reasoning, Knowledge Retention, and Transfer in Undergraduate Medical Education (SIMCORE)
Does Video-Based Patient Simulation Improve Clinical Reasoning Skills in Medical Students?
This randomized controlled trial evaluates whether a digital, video-based clinical-reasoning simulation improves clinical-reasoning performance compared with conventional lecture-based teaching across multiple clinical disciplines, including orthopedics and ophthalmology.
Within each discipline, participants are randomly allocated 1:1 to an intervention group or a control group. The intervention group learns the assigned topic through an interactive, web-based simulation built on real patient video cases with structured clinical-reasoning steps. The control group receives the same learning objectives and content through a standard didactic lecture, over a comparable duration.
After the learning session, all participants complete the same set of standardized clinical scenarios, scored with a predefined rubric. The primary outcome is the post-intervention clinical-reasoning score. Secondary outcomes include diagnostic accuracy, confidence, and satisfaction.
The trial uses a shared protocol across discipline-specific cohorts to allow consistent, pre-specified comparison of simulation-based versus lecture-based instruction.
Studieoversikt
Status
Intervensjon / Behandling
Detaljert beskrivelse
Background. Clinical reasoning is a core competency across medical disciplines, yet traditional lectures offer limited interactive practice. A digital simulation using authentic patient cases may strengthen reasoning, but comparative evidence is limited.
Objective. To compare a digital, video-based clinical-reasoning simulation with conventional lecture-based teaching on clinical-reasoning performance, using a single shared design applied across discipline-specific cohorts (e.g., orthopedics, ophthalmology, paediatrics).
Design. Single-center, parallel-group, two-arm randomized controlled trial with 1:1 allocation, replicated as pre-specified cohorts by clinical discipline under one common protocol.
Participants. Eligible learners (medical students / residents) within each discipline-specific cohort at primarily Altinbas University.
Randomization. Computer-generated 1:1 randomization performed separately within each cohort; outcome assessors blinded to allocation.
Interventions. Intervention - interactive, web-based clinical-reasoning simulation using real patient video cases with structured reasoning steps. Control - didactic lecture delivering identical learning objectives and content over a comparable duration.
Outcomes. Primary - post-intervention clinical-reasoning score on standardized scenarios rated with a predefined rubric. Secondary - diagnostic accuracy, participant confidence, satisfaction.
Cohorts & analysis. Each discipline-specific cohort is analyzed separately with an independent-samples t-test; inter-rater reliability assessed where applicable. Total target enrollment (n=250) across all cohorts.
Studietype
Registrering (Faktiske)
Fase
- Ikke aktuelt
Kontakter og plasseringer
Studiesteder
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Istanbul, Tyrkia (Türkiye)
- Altinbas University MP Hospital
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Deltakelseskriterier
Kvalifikasjonskriterier
Alder som er kvalifisert for studier
- Voksen
- Eldre voksen
Tar imot friske frivillige
Beskrivelse
Inclusion Criteria:
- Enrolled as a [final-year medical student / resident] in the relevant discipline (orthopedics or ophthalmology) at the participating institution
- Completed the baseline orientation and agreed to participate
- Available for the full learning session and the post-session assessment
Exclusion Criteria:
- Prior completion of the same simulation module or equivalent structured training on the topic
- Did not complete the assigned learning session
- Incomplete post-session assessment data
Studieplan
Hvordan er studiet utformet?
Designdetaljer
- Primært formål: Annen
- Tildeling: Randomisert
- Intervensjonsmodell: Parallell tildeling
- Masking: Enkelt
Våpen og intervensjoner
Deltakergruppe / Arm |
Intervensjon / Behandling |
|---|---|
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Eksperimentell: Simulation
Interactive, web-based clinical-reasoning simulation built on real patient video cases.
Learners actively work through structured decision points (history, examination, differential diagnosis, investigation, management) and receive immediate feedback.
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Interactive, web-based clinical-reasoning simulation built on real patient video cases.
Learners actively work through structured decision points (history, examination, differential diagnosis, investigation, management) and receive immediate feedback.
Andre navn:
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Aktiv komparator: Lecture
Instructor-led didactic lecture delivering identical learning objectives through expert explanation and slides.
Learners receive content passively, without interactive decision steps or video-based case progression.
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Instructor-led didactic lecture delivering identical learning objectives through expert explanation and slides.
Learners receive content passively, without interactive decision steps or video-based case progression.
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Hva måler studien?
Primære resultatmål
Resultatmål |
Tiltaksbeskrivelse |
Tidsramme |
|---|---|---|
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Clinical-reasoning performance score
Tidsramme: Immediately after the learning session (same day)
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Performance on a set of standardized clinical scenarios completed after the learning session, rated with a predefined scoring rubric.
Higher scores indicate better clinical-reasoning performance.
Assessed separately within each discipline-specific cohort.
Scored using the five-domain Clinical Reasoning Score System; total range 0-100, with higher scores indicating better clinical-reasoning performance.
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Immediately after the learning session (same day)
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Sekundære resultatmål
Resultatmål |
Tiltaksbeskrivelse |
Tidsramme |
|---|---|---|
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Diagnostic accuracy
Tidsramme: Immediately after the learning session (same day)
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Proportion of standardized scenarios in which the participant reached the correct diagnosis, scored against a predefined answer key.
Reported as the percentage of scenarios with a correct diagnosis (0-100%); higher values indicate better performance.
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Immediately after the learning session (same day)
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Participant confidence
Tidsramme: Immediately after the learning session (same day)
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Self-reported confidence in clinical decision-making, measured on a structured rating scale after the session.
Measured on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree); higher scores indicate greater confidence.
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Immediately after the learning session (same day)
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Participant satisfaction
Tidsramme: Immediately after the learning session (same day)
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Self-reported satisfaction with the learning method, measured on a structured rating scale after the session.
Measured on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree); higher scores indicate greater satisfaction.
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Immediately after the learning session (same day)
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Samarbeidspartnere og etterforskere
Sponsor
Etterforskere
- Studiestol: Omer Tontus, MD
Studierekorddatoer
Studer hoveddatoer
Studiestart (Faktiske)
Primær fullføring (Faktiske)
Studiet fullført (Faktiske)
Datoer for studieregistrering
Først innsendt
Først innsendt som oppfylte QC-kriteriene
Først lagt ut (Faktiske)
Oppdateringer av studieposter
Sist oppdatering lagt ut (Faktiske)
Siste oppdatering sendt inn som oppfylte QC-kriteriene
Sist bekreftet
Mer informasjon
Begreper knyttet til denne studien
Nøkkelord
Andre studie-ID-numre
- Altinbas
Plan for individuelle deltakerdata (IPD)
Planlegger du å dele individuelle deltakerdata (IPD)?
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