Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training
2026年7月27日 更新者：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
研究概览
地位
尚未招聘
详细说明
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
研究类型
介入性
注册 (估计的)
40
阶段
- 不适用
联系人和位置
本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。
学习联系方式
- 姓名：XinYa Wang, Dr
- 电话号码：01083199270
- 邮箱：1055885750@qq.com
研究联系人备份
- 姓名：Yi Huang, Dr
- 电话号码：01083199321
- 邮箱：1104406602@qq.com
参与标准
研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。
资格标准
适合学习的年龄
- 成人
接受健康志愿者
不
描述
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
学习计划
本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。
研究是如何设计的？
设计细节
- 主要用途：卫生服务研究
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：双倍的
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
|
实验性的：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
其他名称：
|
|
有源比较器：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).
|
研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Assessment of Anesthesia Clinical Thinking Process
大体时间：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
|
次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
High-Fidelity Scenario-Based Assessment：Accuracy rate of the primary response (whether the judgment and initial measures aligned with guidelines/expert consensus);
大体时间：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)
大体时间：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
大体时间：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
大体时间：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
大体时间：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
|
合作者和调查者
在这里您可以找到参与这项研究的人员和组织。
研究记录日期
这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。
研究主要日期
学习开始 (估计的)
2026年7月25日
初级完成 (估计的)
2026年10月19日
研究完成 (估计的)
2026年10月22日
研究注册日期
首次提交
2026年7月15日
首先提交符合 QC 标准的
2026年7月27日
首次发布 (实际的)
2026年7月30日
研究记录更新
最后更新发布 (实际的)
2026年7月30日
上次提交的符合 QC 标准的更新
2026年7月27日
最后验证
2026年7月1日
更多信息
与本研究相关的术语
其他研究编号
- CINI -ZYLX-2026[0622]
药物和器械信息、研究文件
研究美国 FDA 监管的药品
不
研究美国 FDA 监管的设备产品
不
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.