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IRCT20160102025809N3 IRCT 2025-07-13 Rasht University of Medical Sciences Comparing the effectiveness of a pediatric airway management training program delivered through two methods of a role-playing simulation and an escape room-based serious game on knowledge and performance of students at Guilan University of Medical Sciences by using an interdisciplinary teaching approach: A randomized controlled trial Comparing the effectiveness of a pediatric airway management training program delivered through two methods of a role-playing simulation and an escape room-based serious game on knowledge and performance of students at Guilan University of Medical Sciences by using an interdisciplinary teaching approach: A randomized controlled trial 2025-07-23 anticipated 90 Complete https://irct.ir/trial/84531 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: All selected students will be classified using stratified block randomization with block sizes of three and evenly (in a 1:1:1 ratio) divided into three groups: intervention group one (role-playing with simulation; number=30), intervention group two (serious game based on escape room; number=30), and control group (number=30). To generate a list of randomization, the online randomization service Sealed Envelope Ltd is used. The concealment of allocation is done using opaque envelopes that are sealed with a random sequence. N/A pediatric airway management. Intervention 1: Intervention group: Intervention Group One (Role-Playing with Simulation): In this group, educational content is presented to students through role-playing combined with simulation, done by the researcher and supervised by faculty members, in-person during a one-hour session. For this purpose, clinical scenarios are initially developed based on the educational goals and content. A 30-minute introductory session is first held in-person, during which the course outline, educational objectives, nature of the intervention, characteristics, implementation process, and rules are thoroughly explained to the students. Then, students are divided into groups of six, consisting of two medical students, two nursing students, and two emergency medicine students, with one member chosen by group consensus to act as the representative. The groups will proceed to five different stations when the bell rings, where each station contains a scenario involving a hypothetical child in need of airway management. The scenario is read by the group representative, and then the group members negotiate and discuss to reach a common solution. At each station, groups will have a limited role-playing opportunity of 10 minutes based on the scenario. At the end of the designated time, the performance, strengths, and weaknesses of the group will be identified and addressed by the facilitator. Intervention 2: Intervention group: Intervention Group: Intervention Group Two (Serious Game Based on Escape Room): Students in this group will receive educational content through a serious game based on an escape room. For this purpose, an initial 30-minute face-to-face briefing session will be held, during which the course plan, educational objectives, nature of the intervention, features, implementation process, and rules will be thoroughly explained to the students. Then, students will be divided into groups of six, with each group consisting of two medical students, two nursing students, and two paramedic students. Each group enters the escape room(s) to solve the designed challenges using their teamwork skills and knowledge. In each room, there is a scenario involving a hypothetical child who requires airway management. Each scenario consists of several stages and puzzles that group members must solve collaboratively at each stage, which includes selecting the appropriate technique, choosing the necessary equipment, and determining the size of the equipment needed for the hypothetical child. After solving each puzzle at each stage, they receive a clue for the next stage until they rescue the patient. Groups have a limited time of 30 to 60 minutes to solve the puzzles and ultimately rescue the patient and find the key to exit the room. It is worth mentioning that each group has one chance in each room and it cannot be repeated. In case of confusion among learners, facilitators present in each room will provide guidance. The escape room(s) used in this research are known as Pediatric Avengers - Airway Challenge and will be designed by a team consisting of a researcher and three faculty members (a supervisory professor and consultant colleagues). The design of these rooms is based on the escapeED model proposed by Clark and colleagues and includes 6 key elements: (1) learners, (2) goals, (3) theme, (4) puzzles, (5) equipment, and (6) assessment. Intervention 3: Control group: In the control group, no additional intervention will take place (training in the control group will be conducted as general training: including lectures, practical stations, and the use of models). Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is No more data available.
public zahra taheri ezbarami
Nursing and Midwifery School of Shahid Dr. Beheshti, Hamidyan Shahrak, Shahid Dr. Beheshti Ave., Rasht, Guilan, IRAN
Rasht Iran (Islamic Republic of) 41469-39841 +98 13 3355 5058 zahra_taheri@gums.ac.ir Rasht University of Medical Sciences scientific zahra taheri ezbarami
Nursing and Midwifery School of Shahid Dr. Beheshti, Hamidyan Shahrak, Shahid Dr. Beheshti Ave., Rasht, Guilan, IRAN
Rasht Iran (Islamic Republic of) 41469-39841 +98 13 3355 5058 zahra_taheri@gums.ac.ir Rasht University of Medical Sciences Iran (Islamic Republic of) Willingness to participate in research. the 6th and 7th years of professional medical students Fourth-year nursing undergraduate students Students in the 2nd, 3rd, and 4th years of continuous undergraduate medical emergency studies. 18 years no limit Both Experience of the company in the workshop on air way management for children Experience in managing airways in children Being employed in emergency and ICU N/A N/A N/A Intervention group: Intervention Group One (Role-Playing with Simulation): In this group, educational content is presented to students through role-playing combined with simulation, done by the researcher and supervised by faculty members, in-person during a one-hour session. For this purpose, clinical scenarios are initially developed based on the educational goals and content. A 30-minute introductory session is first held in-person, during which the course outline, educational objectives, nature of the intervention, characteristics, implementation process, and rules are thoroughly explained to the students. Then, students are divided into groups of six, consisting of two medical students, two nursing students, and two emergency medicine students, with one member chosen by group consensus to act as the representative. The groups will proceed to five different stations when the bell rings, where each station contains a scenario involving a hypothetical child in need of airway management. The scenario is read by the group representative, and then the group members negotiate and discuss to reach a common solution. At each station, groups will have a limited role-playing opportunity of 10 minutes based on the scenario. At the end of the designated time, the performance, strengths, and weaknesses of the group will be identified and addressed by the facilitator. Intervention group: Intervention Group: Intervention Group Two (Serious Game Based on Escape Room): Students in this group will receive educational content through a serious game based on an escape room. For this purpose, an initial 30-minute face-to-face briefing session will be held, during which the course plan, educational objectives, nature of the intervention, features, implementation process, and rules will be thoroughly explained to the students. Then, students will be divided into groups of six, with each group consisting of two medical students, two nursing students, and two paramedic students. Each group enters the escape room(s) to solve the designed challenges using their teamwork skills and knowledge. In each room, there is a scenario involving a hypothetical child who requires airway management. Each scenario consists of several stages and puzzles that group members must solve collaboratively at each stage, which includes selecting the appropriate technique, choosing the necessary equipment, and determining the size of the equipment needed for the hypothetical child. After solving each puzzle at each stage, they receive a clue for the next stage until they rescue the patient. Groups have a limited time of 30 to 60 minutes to solve the puzzles and ultimately rescue the patient and find the key to exit the room. It is worth mentioning that each group has one chance in each room and it cannot be repeated. In case of confusion among learners, facilitators present in each room will provide guidance. The escape room(s) used in this research are known as Pediatric Avengers - Airway Challenge and will be designed by a team consisting of a researcher and three faculty members (a supervisory professor and consultant colleagues). The design of these rooms is based on the escapeED model proposed by Clark and colleagues and includes 6 key elements: (1) learners, (2) goals, (3) theme, (4) puzzles, (5) equipment, and (6) assessment. Control group: In the control group, no additional intervention will take place (training in the control group will be conducted as general training: including lectures, practical stations, and the use of models). The score of the children's airway management knowledge in the knowledge questionnaire. Timepoint: Immediately after the intervention. Method of measurement: The questionnaire consists of 30 items that assess students' knowledge regarding airway management in children across 5 domains (Table 4). Each item is answered based on a 4-option scale (one correct answer, two incorrect answers, and one 'I don’t know' option). A correct answer receives a score of +1, an incorrect answer receives a score of -0.5, and an 'I don’t know' answer receives a score of zero. Children's airway management performance score based on the checklist. Timepoint: Immediately after the intervention. Method of measurement: The performance checklist consists of 56 items that evaluate performance across 3 domains (Table 5). Each item contains two options: Yes and No. If the individual correctly performs the clinical process, the Yes option is marked; if unable to perform correctly, the No option will be completed by the evaluator. The level of satisfaction with the teaching method in the satisfaction questionnaire. Timepoint: Immediately after the intervention. Method of measurement: The satisfaction questionnaire comprises 8 items that measure students' satisfaction regarding the teaching method used for airway management in children. Each item is answered based on a 5-option scale: Strongly Disagree (1), Disagree (2), Neutral (3), Agree (4), and Strongly Agree (5). Guilan University of Medical Sciences Rasht Iran Approved 2025-06-18 Ethics Committee in Guilan University of Medical Sciences Deputy of Research and Technology ,Old Building, School of Health, Shahid Siadati Avenue, Namjoo St.Guilan,Rasht,Iran Rasht Guilan Iran (Islamic Republic of)