Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training

Official title

Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training: A Multicenter Study

Overview

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

Detailed description

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

Interventions

• Other VANT intervention
  (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
• Other Traditional Structured Teaching intervention
  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).

Primary outcome measures

• Assessment of Anesthesia Clinical Thinking Process [Time frame: pre-teaching (baseline), immediately post-teaching, and one month post-teaching]

Secondary outcome measures (5)

• High-Fidelity Scenario-Based Assessment：Accuracy rate of the primary response (whether the judgment and initial measures aligned with guidelines/expert consensus); [Time frame: Immediately post-teaching]
• High-Fidelity Scenario-Based Assessment（Second）：Critical decision time (time from scenario start to the first correct intervention) [Time frame: Immediately post-teaching]
• Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Knowledge retention rate [Time frame: at 1 month and 3 months post-teaching]
• Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Transfer application ability [Time frame: at 1 month and 3 months post-teaching]
• Subjective Learning Experience and Cognitive Load [Time frame: immediately post-teaching]

Eligibility criteria

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

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: No

Study design

Allocation

Randomized

Model

Parallel assignment

Masking

Double blind

Primary purpose

Health services research

Study locations

Center list to be confirmed — check the primary protocol.

Identifiers

NCT: NCT07735871 · CINI -ZYLX-2026[0622]

Primary sources (government registries)

• ClinicalTrials.gov (US NIH)

View this study on ClinicalTrials.gov ↗