Clinical Thinking and Decision-making Skills in Anesthesia ResidentsNCT07735871
Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training
A study testing VANT intervention and Traditional Structured Teaching intervention in people with Clinical Thinking and Decision-making Skills in Anesthesia Residents, run by China International Neuroscience Institution.
Trial summary
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. Read more about this study
- Who is it for?
- Ages 20 to 40 years
- Conditions the study is for
- Clinical Thinking and Decision-making Skills in Anesthesia Residents
- What is being tested?
- VANT intervention and Traditional Structured Teaching intervention
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 40 participants
- Where
- No sites listed yet
- Study dates
- 25 Jul 2026to 22 Oct 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 20 to 40 years
- All sexes
- No healthy volunteers
- Adult
Who may be able to join
- 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.
Who cannot join
- unwillingness to complete the full training and assessment protocol
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Official title: 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.
Read more
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
Read the 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
- Being tested
- VANT intervention, Traditional Structured Teaching intervention
- Keywords
- Four-dimensional integrated teaching model
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
VANT interventionOther
Also called Teaching model 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
Traditional Structured Teaching interventionOther
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).
| Study group | Role | What they receive |
|---|---|---|
| VANT GROUP | Experimental | (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 Receives: Other: VANT intervention |
| Control Group | Active comparator | 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. Receives: Other: Traditional Structured Teaching intervention |
What is being measured
The primary outcome is the main question the study is designed to answer.
Assessment of Anesthesia Clinical Thinking Process
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.
Measured: pre-teaching (baseline), immediately post-teaching, and one month post-teaching
Secondary outcomes (5)
High-Fidelity Scenario-Based Assessment：Accuracy rate of the primary response (whether the judgment and initial measures aligned with guidelines/expert consensus);
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).
Measured: Immediately post-teaching
High-Fidelity Scenario-Based Assessment（Second）：Critical decision time (time from scenario start to the first correct intervention)
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.
Measured: Immediately post-teaching
Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Knowledge retention rate
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%).
Measured: at 1 month and 3 months post-teaching
Mid- to Long-Term Knowledge Retention and Transfer Application Testing：Transfer application ability
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.
Measured: at 1 month and 3 months post-teaching
Subjective Learning Experience and Cognitive Load
The Paas Self-Rating Scale of Cognitive Load were used to measure participants' mental load, mental demand, and effort immediately after key teaching sessions.
Measured: immediately post-teaching
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted30 Jul 2026
- Study start25 Jul 2026 (estimated)
- Primary completion19 Oct 2026 (estimated)
- Study completion22 Oct 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Clinical Thinking and Decision-making Skills in Anesthesia ResidentsStudies 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
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind
- Who is masked
- Investigator, Outcomes assessor
- Enrolment
- 40 participants (estimated)
Sponsor and investigators
- Lead sponsor
- China International Neuroscience Institution
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Cui yanghai, China International Neuroscience Institution
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07735871
- Sponsor's protocol ID
- CINI -ZYLX-2026[0622]
- Status last verified
- Jul 2026
- First submitted
- 15 Jul 2026
- Last updated
- 30 Jul 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 30 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Application of the Four-Dimensional Driven Teaching Model (Version 3) to Anesthesia Training: A Multicenter Study
- ClinicalTrials.gov ID
- NCT07735871
- Acronym / sponsor ID
- CINI -ZYLX-2026[0622]
- Keywords
- Four-dimensional integrated teaching model
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 40 participants (estimated)
- Lead sponsor
- China International Neuroscience InstitutionUniversity, hospital or other
- Study start
- 25 Jul 2026 (estimated)
- Primary completion
- 19 Oct 2026 (estimated)
- Study completion
- 22 Oct 2026 (estimated)
- First posted
- 30 Jul 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 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
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (investigator, outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| VANT GROUP | Experimental | 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 |
| Control Group | Active comparator | Other: Traditional Structured Teaching interventionControl 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. |
Who may qualify
- Ages
- 20 to 40 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult
Key inclusion criteria (1 listed)
- 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.
Key exclusion criteria (1 listed)
- unwillingness to complete the full training and assessment protocol
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 |
|---|---|---|
| VANT interventionAlso: Teaching model 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 | VANT GROUP |
| Traditional Structured Teaching interventionThis 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). | Other | Control Group |
Primary outcome
Assessment of Anesthesia Clinical Thinking Process
Time frame: 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.
5 secondary outcomes
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
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 30 Jul 2026.
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.
Questions about this trial
What is this clinical trial studying?
A study testing VANT intervention and Traditional Structured Teaching intervention in people with Clinical Thinking and Decision-making Skills in Anesthesia Residents, run by China International Neuroscience Institution.
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 1 inclusion and 1 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: opening soon, as of the sponsor's last update on 30 Jul 2026. Status can change between updates, so confirm with the study contact before making plans.
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?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact XinYa Wang, Dr (01083199270, 1055885750@qq.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Assessment of Anesthesia Clinical Thinking Process (time frame: pre-teaching (baseline), immediately post-teaching, and one month post-teaching). 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 30 Jul 2026.