Medical EducationNCT07336784
Impact of Simulation-Based Teaching on Knowledge Acquisition in Anesthesiology Residents During Wartime
A study testing Simulation-based lectures in people with Medical Education and Anesthesiology Residency Training, run by Heart Institute, Ministry of Health of Ukraine at 1 site in Ukraine.
Trial summary
The goal of this study is to learn whether simulation-based lectures are more effective than online lectures in improving knowledge acquisition and retention among first-year anesthesiology residents. The study also examines residents' satisfaction with the different teaching formats. Read more about this study
- Who is it for?
- Any age
- Conditions the study is for
- Medical Education, Anesthesiology Residency Training, Simulation-based Learning
- What is being tested?
- Simulation-based lectures
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 65 participants
- Where
- 1 siteUkraine
- Study dates
- 1 Sep 2024to 20 Feb 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- No healthy volunteers
- Child, Adult, Older adult
Who may be able to join
- First-year residents enrolled in the specialty of Anesthesiology and Intensive Care
- Enrollment in the first year of residency training at the Department of Anesthesiology and Intensive Care, P.L. Shupyk National Healthcare University of Ukraine
- Participation in the standard first-year residency curriculum during the study period
- Ability and willingness to provide written informed consent to participate in the study
Who cannot join
- Refusal to participate in the study
- Failure to complete the full training program (e.g., due to early termination of training, relocation abroad, or academic leave)
- Withdrawal from the study before completion of outcome assessments
Trial locations and contacts
1 site in 1 country.
Ukraine1 site
PL Shupyk National Healthcare University of Ukraine
Kyiv, Kyiv Oblast
About this study
Official title: Impact of Simulation-Based Teaching on Knowledge Acquisition in Anesthesiology Residents During Wartime: A Randomized Pilot Trial
The goal of this study is to learn whether simulation-based lectures are more effective than online lectures in improving knowledge acquisition and retention among first-year anesthesiology residents. The study also examines residents' satisfaction with the different teaching formats.
The main questions this study aims to answer are:
Read more
Do simulation-based lectures improve residents' knowledge more than online lectures one month after training? Do residents who participate in simulation-based lectures report higher satisfaction and better understanding of the material compared to those attending online lectures? Researchers will compare simulation-based lectures with online lectures covering the same educational topics to determine which teaching method is more effective for anesthesiology training.
Participants will:
Be randomly assigned to receive either simulation-based lectures or online lectures Attend five lectures (one per educational component) over a 3-month training period Complete a knowledge test before the lectures and again one month after the training Complete a final examination at the end of the curriculum Fill out a questionnaire evaluating their satisfaction with the training format
Read the detailed description
This study is a randomized, prospective, pilot educational trial designed to compare the effectiveness of simulation-based lectures versus online lectures on knowledge acquisition, knowledge retention, and learner satisfaction among first-year residents in the specialty of Anesthesiology and Intensive Care.
The study was conducted at the P.L. Shupyk National Healthcare University of Ukraine during an active wartime period, which imposed significant limitations on traditional clinical training and access to in-person educational resources. The intervention was implemented as part of the standard first-year residency curriculum.
Participants were first-year anesthesiology residents enrolled in a 3-month educational program consisting of 540 total training hours. Residents were randomly assigned in a 1:1 ratio to one of two educational modalities:
- simulation-based lectures or
- online lectures. Randomization was performed using a computer-generated block randomization sequence with variable block sizes. Participation in the study was voluntary, and residents who declined participation were excluded from the analysis.
Both groups received lectures covering identical educational components and learning objectives. The simulation-based lecture group participated in interactive sessions using high-fidelity simulation scenarios designed to replicate real-life anesthesiology and intensive care situations. Each simulation session included scenario execution, structured debriefing, and a subsequent theoretical discussion aligned with current clinical guidelines. The online lecture group received the same educational content delivered via a web-based video conferencing platform, including case-based discussions and interactive question-and-answer segments.
Educational effectiveness was evaluated using a modified Kirkpatrick model (Levels 1 and 2). Knowledge acquisition and retention were assessed using a standardized multiple-choice test administered before the intervention and one month after completion of the lectures. Additional assessment included a summative final examination conducted at the end of the 3-month curriculum. Learner satisfaction and perceived usefulness of the educational format were evaluated using a structured questionnaire with Likert-scale and open-ended items.
This study did not involve therapeutic, diagnostic, or preventive medical interventions and did not affect patient care. All study procedures were limited to educational activities and assessments. Ethical approval was obtained from the appropriate institutional ethics committee, and written informed consent was obtained from all participants prior to enrollment.
- Conditions
- Medical Education, Anesthesiology Residency Training, Simulation-based Learning, Online Medical Education
- Being tested
- Simulation-based lectures
- Keywords
- Simulation-based education, Simulation-based lectures, Online medical education, Anesthesiology residency training, Anesthesiology education, Medical education research, Randomized educational trial, Postgraduate medical education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Simulation-based lecturesOther
Simulation-based lectures were conducted using interactive scenarios that replicated real clinical situations, in which anesthesiology residents not only applied practical skills to make decisions under realistic conditions but also subsequently reviewed the theoretical foundations of the presented topics. This instructional approach involved the use of specialized simulators or high-fidelity patient models, allowing the recreation of various clinical states such as emergency resuscitation, acute heart failure, and anesthesia-related complications. During the subsequent theoretical presentation, residents received detailed theoretical information and feedback from instructors.
| Study group | Role | What they receive |
|---|---|---|
| Simulation group | Experimental | Participants assigned to this arm received simulation-based lectures as part of the first-year anesthesiology residency curriculum. The intervention consisted of five simulation-based lectures, one for each educational component of the curriculum, delivered over a 3-month training period. Each simulation-based lecture included interactive, high-fidelity simulation scenarios designed to replicate real clinical situations in anesthesiology and intensive care, such as emergency resuscitation, acute cardiovascular conditions, and anesthesia-related complications. Residents actively participated in scenario-based decision-making, followed by structured debriefing sessions and theoretical discussions aligned with current clinical guidelines and protocols. Training was conducted using specialized simulators or high-fidelity patient manikins. All sessions were led by the same experienced faculty instructor. Receives: Other: Simulation-based lectures |
| Online group | No intervention | Participants assigned to this arm received online lectures covering the same educational components and learning objectives as the simulation group. The intervention consisted of five online lectures, one for each educational component of the curriculum, delivered over the same 3-month training period. Online lectures were conducted via a web-based video conferencing platform and included didactic presentations, demonstrations of clinical cases, and interactive question-and-answer sessions. Residents were able to participate in real time, ask questions, and engage in discussions with the instructor and peers. All online lectures were delivered by the same faculty instructor to ensure consistency of educational content across study arms. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Knowledge Retention at 1 Month
Knowledge retention assessed one month after completion of the educational intervention using a standardized 15-item multiple-choice test covering five educational components of anesthesiology training. Each correct answer was awarded one point. Score range: 0-15 points, where higher scores indicate better knowledge acquisition, with 15 representing the best possible result.
Measured: 1 month after completion of the lectures
Secondary outcomes (3)
Immediate Knowledge Acquisition
Baseline knowledge level assessed before the educational intervention using the same standardized 15-item multiple-choice test. Each correct answer was awarded one point. Score range: 0-15 points, where higher scores indicate better knowledge acquisition, with 15 representing the best possible result.
Measured: Before the intervention
Final Summative Examination Performance
Overall knowledge performance assessed at the end of the 3-month curriculum using a 30-item multiple-choice final examination covering all five educational components. Score range: 0-30 points, where higher scores indicate better result, with 30 representing the best possible result
Measured: End of the 3-month training program
Learner Satisfaction
Participants' satisfaction was assessed using a structured questionnaire based on the Kirkpatrick Level 1 Evaluation Model (Reaction Level). The questionnaire included Likert-scale items with scores ranging from 1 to 5, where 1 = strongly disagree and 5 = strongly agree. The minimum possible score was 1 and the maximum possible score was 5. Higher scores indicate greater satisfaction and a better educational outcome.
Measured: End of the 3-month training program
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted13 Jan 2026
- Study start1 Sep 2024
- Primary completion30 Nov 2024
- Study completion20 Feb 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Medical EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 65 participants (actual)
Sponsor and investigators
- Lead sponsor
- Heart Institute, Ministry of Health of Ukraine
- Sponsor type
- University, hospital or other
- Collaborators
- PL Shupyk National Healthcare University of Ukraine
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07336784
- Sponsor's protocol ID
- UA00000002025
- Status last verified
- Jan 2026
- First submitted
- 18 Dec 2025
- Last updated
- 13 Jan 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: De-identified individual participant data that underlie the results reported in this study may be shared upon reasonable request, subject to approval by the study investigators and the institutional ethics committee. Data will be shared for academic research purposes only, in accordance with applicable regulations and institutional policies.
Study at a glance
From the registry record, last updated by the sponsor on 13 Jan 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Impact of Simulation-Based Teaching on Knowledge Acquisition in Anesthesiology Residents During Wartime: A Randomized Pilot Trial
- ClinicalTrials.gov ID
- NCT07336784
- Acronym / sponsor ID
- UA00000002025
- Conditions
- Medical Education, Anesthesiology Residency Training, Simulation-based Learning, Online Medical Education
- Keywords
- Simulation-based education, Simulation-based lectures, Online medical education, Anesthesiology residency training, Anesthesiology education, Medical education research, Randomized educational trial, Postgraduate medical education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 65 participants (actual)
- Lead sponsor
- Heart Institute, Ministry of Health of UkraineUniversity, hospital or other
- Collaborators
- PL Shupyk National Healthcare University of Ukraine
- Study start
- 1 Sep 2024 (actual)
- Primary completion
- 30 Nov 2024 (actual)
- Study completion
- 20 Feb 2025 (actual)
- First posted
- 13 Jan 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The goal of this study is to learn whether simulation-based lectures are more effective than online lectures in improving knowledge acquisition and retention among first-year anesthesiology residents. The study also examines residents' satisfaction with the different teaching formats.
The main questions this study aims to answer are:
Do simulation-based lectures improve residents' knowledge more than online lectures one month after training? Do residents who participate in simulation-based lectures report higher satisfaction and better understanding of the material compared to those attending online lectures? Researchers will compare simulation-based lectures with online lectures covering the same educational topics to determine which teaching method is more effective for anesthesiology training.
Participants will:
Be randomly assigned to receive either simulation-based lectures or online lectures Attend five lectures (one per educational component) over a 3-month training period Complete a knowledge test before the lectures and again one month after the training Complete a final examination at the end of the curriculum Fill out a questionnaire evaluating their satisfaction with the training format
Detailed description
This study is a randomized, prospective, pilot educational trial designed to compare the effectiveness of simulation-based lectures versus online lectures on knowledge acquisition, knowledge retention, and learner satisfaction among first-year residents in the specialty of Anesthesiology and Intensive Care.
The study was conducted at the P.L. Shupyk National Healthcare University of Ukraine during an active wartime period, which imposed significant limitations on traditional clinical training and access to in-person educational resources. The intervention was implemented as part of the standard first-year residency curriculum.
Participants were first-year anesthesiology residents enrolled in a 3-month educational program consisting of 540 total training hours. Residents were randomly assigned in a 1:1 ratio to one of two educational modalities:
- simulation-based lectures or
- online lectures. Randomization was performed using a computer-generated block randomization sequence with variable block sizes. Participation in the study was voluntary, and residents who declined participation were excluded from the analysis.
Both groups received lectures covering identical educational components and learning objectives. The simulation-based lecture group participated in interactive sessions using high-fidelity simulation scenarios designed to replicate real-life anesthesiology and intensive care situations. Each simulation session included scenario execution, structured debriefing, and a subsequent theoretical discussion aligned with current clinical guidelines. The online lecture group received the same educational content delivered via a web-based video conferencing platform, including case-based discussions and interactive question-and-answer segments.
Educational effectiveness was evaluated using a modified Kirkpatrick model (Levels 1 and 2). Knowledge acquisition and retention were assessed using a standardized multiple-choice test administered before the intervention and one month after completion of the lectures. Additional assessment included a summative final examination conducted at the end of the 3-month curriculum. Learner satisfaction and perceived usefulness of the educational format were evaluated using a structured questionnaire with Likert-scale and open-ended items.
This study did not involve therapeutic, diagnostic, or preventive medical interventions and did not affect patient care. All study procedures were limited to educational activities and assessments. Ethical approval was obtained from the appropriate institutional ethics committee, and written informed consent was obtained from all participants prior to enrollment.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Simulation group | Experimental | Other: Simulation-based lecturesParticipants assigned to this arm received simulation-based lectures as part of the first-year anesthesiology residency curriculum. The intervention consisted of five simulation-based lectures, one for each educational component of the curriculum, delivered over a 3-month training period. Each simulation-based lecture included interactive, high-fidelity simulation scenarios designed to replicate real clinical situations in anesthesiology and intensive care, such as emergency resuscitation, acute cardiovascular conditions, and anesthesia-related complications. Residents actively participated in scenario-based decision-making, followed by structured debriefing sessions and theoretical discussions aligned with current clinical guidelines and protocols. Training was conducted using specialized simulators or high-fidelity patient manikins. All sessions were led by the same experienced faculty instructor. |
| Online group | No intervention | –Participants assigned to this arm received online lectures covering the same educational components and learning objectives as the simulation group. The intervention consisted of five online lectures, one for each educational component of the curriculum, delivered over the same 3-month training period. Online lectures were conducted via a web-based video conferencing platform and included didactic presentations, demonstrations of clinical cases, and interactive question-and-answer sessions. Residents were able to participate in real time, ask questions, and engage in discussions with the instructor and peers. All online lectures were delivered by the same faculty instructor to ensure consistency of educational content across study arms. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (4 listed)
- First-year residents enrolled in the specialty of Anesthesiology and Intensive Care
- Enrollment in the first year of residency training at the Department of Anesthesiology and Intensive Care, P.L. Shupyk National Healthcare University of Ukraine
- Participation in the standard first-year residency curriculum during the study period
- Ability and willingness to provide written informed consent to participate in the study
Key exclusion criteria (3 listed)
- Refusal to participate in the study
- Failure to complete the full training program (e.g., due to early termination of training, relocation abroad, or academic leave)
- Withdrawal from the study before completion of outcome assessments
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Simulation-based lecturesSimulation-based lectures were conducted using interactive scenarios that replicated real clinical situations, in which anesthesiology residents not only applied practical skills to make decisions under realistic conditions but also subsequently reviewed the theoretical foundations of the presented topics. This instructional approach involved the use of specialized simulators or high-fidelity patient models, allowing the recreation of various clinical states such as emergency resuscitation, acute heart failure, and anesthesia-related complications. During the subsequent theoretical presentation, residents received detailed theoretical information and feedback from instructors. | Other | Simulation group |
Primary outcome
Knowledge Retention at 1 Month
Time frame: 1 month after completion of the lectures
Knowledge retention assessed one month after completion of the educational intervention using a standardized 15-item multiple-choice test covering five educational components of anesthesiology training. Each correct answer was awarded one point. Score range: 0-15 points, where higher scores indicate better knowledge acquisition, with 15 representing the best possible result.
3 secondary outcomes
Immediate Knowledge Acquisition
Time frame: Before the intervention
Final Summative Examination Performance
Time frame: End of the 3-month training program
Learner Satisfaction
Time frame: End of the 3-month training program
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 13 Jan 2026.
- Individual participant dataSharing planned: Yes. De-identified individual participant data that underlie the results reported in this study may be shared upon reasonable request, subject to approval by the study investigators and the institutional ethics committee. Data will be shared for academic research purposes only, in accordance with applicable regulations and institutional policies.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Simulation-based lectures in people with Medical Education and Anesthesiology Residency Training, run by Heart Institute, Ministry of Health of Ukraine at 1 site in Ukraine.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 13 Jan 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Ukraine. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Knowledge Retention at 1 Month (time frame: 1 month after completion of the lectures). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 13 Jan 2026.