Ignite Creation Date:
2025-12-24 @ 11:51 PM
Ignite Modification Date:
2026-01-24 @ 10:13 PM
Study NCT ID:
NCT01795651
Status:
COMPLETED
Last Update Posted:
2013-10-09
First Post:
2013-02-04
Is NOT Gene Therapy:
True
Has Adverse Events:
False
Brief Title:
Identification of Take Home Message in Lecture Based Learning
Sponsor:
Organization:
Raw JSON
{'hasResults': False, 'derivedSection': {'miscInfoModule': {'versionHolder': '2025-12-24'}}, 'protocolSection': {'designModule': {'studyType': 'OBSERVATIONAL', 'enrollmentInfo': {'type': 'ACTUAL', 'count': 77}, 'patientRegistry': False}, 'statusModule': {'overallStatus': 'COMPLETED', 'startDateStruct': {'date': '2013-02'}, 'expandedAccessInfo': {'hasExpandedAccess': False}, 'statusVerifiedDate': '2013-10', 'completionDateStruct': {'date': '2013-04', 'type': 'ACTUAL'}, 'lastUpdateSubmitDate': '2013-10-08', 'studyFirstSubmitDate': '2013-02-04', 'studyFirstSubmitQcDate': '2013-02-18', 'lastUpdatePostDateStruct': {'date': '2013-10-09', 'type': 'ESTIMATED'}, 'studyFirstPostDateStruct': {'date': '2013-02-21', 'type': 'ESTIMATED'}, 'primaryCompletionDateStruct': {'date': '2013-04', 'type': 'ACTUAL'}}, 'outcomesModule': {'primaryOutcomes': [{'measure': "Number of match lecturer's take home message", 'timeFrame': '1 month after the lecture'}], 'secondaryOutcomes': [{'measure': 'Measure of correct responses to multiple choice-questions', 'timeFrame': '1 month after the lecture'}]}, 'conditionsModule': {'keywords': ['teaching', 'knowledge translation', 'ICU', 'postgraduate', 'lecture'], 'conditions': ['Educational Modules Given to French Juniors Taking the Postgraduate Critical Care Diploma']}, 'referencesModule': {'references': [{'pmid': '32493318', 'type': 'DERIVED', 'citation': "Lautrette A, Boyer A, Gruson D, Argaud L, Schwebel C, Tardy B, Vignon P, Megarbane B, Schoeffler P, Chabrot P, Schmidt J, Boirie Y, Guerin C, Darmon M, Klouche K, Souweine B, Dellamonica J, Pereira B; TREX group. Impact of take-home messages written into slide presentations delivered during lectures on the retention of messages and the residents' knowledge: a randomized controlled study. BMC Med Educ. 2020 Jun 3;20(1):180. doi: 10.1186/s12909-020-02092-7."}]}, 'descriptionModule': {'briefSummary': 'Medical education involves the acquisition of a large quantity of information. Lecture-based learning (LBL) is the best known of conventional teaching methods. Two thirds of critical care junior doctors identified at best only one of the three main take-home messages of a lecture, suggesting that knowledge transfer is poor during passive format learning.\n\nThe investigators assess the impact of an intervention including the identification of take-home message of lecture with slides calling "Learning Objectives", "Message", "Conclusion", in the identification of take-home message in critical care junior doctors.', 'detailedDescription': 'Medical education involves the acquisition of a large quantity of information. Lecture-based learning (LBL) is the best known of conventional teaching methods. The main purpose of a lecture is knowledge transfer \\[1\\] and its great advantage is that of transferring knowledge from one individual to several or many. Knowledge transfer via LBL is still widely used in international medical congresses, in continuing medical education online via downloading of lectures offered by leading medical schools, and in postgraduate medical education in several countries. We showed that in prospective study of 13 lectures that two thirds of critical care junior doctors identified at best only one of the three main take-home messages of a lecture, suggesting that knowledge transfer is poor during passive format learning.\n\nIn this study, we assess the impact of an intervention including the identification of take-home message of lecture with slides calling "Learning Objectives", "Message", "Conclusion", in the identification of take-home message in critical care junior doctors.\n\n6 lectures are performed by professor without specific orders. 6 lectures are performed by professor with the intervention. Both groups of professors do not know this study The critical care juniors do not know the intervention. We compare the take-home messages of students with those of lecturer, 1 month after the lecture.'}, 'eligibilityModule': {'sex': 'ALL', 'stdAges': ['ADULT', 'OLDER_ADULT'], 'minimumAge': '18 Years', 'samplingMethod': 'NON_PROBABILITY_SAMPLE', 'studyPopulation': 'French juniors', 'healthyVolunteers': False, 'eligibilityCriteria': 'Inclusion Criteria:\n\n* critical care junior who attends lecture\n\nExclusion Criteria:\n\n* refusal\n* critical care junior who do not speak french'}, 'identificationModule': {'nctId': 'NCT01795651', 'acronym': 'T-REX 2', 'briefTitle': 'Identification of Take Home Message in Lecture Based Learning', 'organization': {'class': 'OTHER', 'fullName': 'University Hospital, Clermont-Ferrand'}, 'officialTitle': 'Identification of Take Home Message in Lecture Based Learning: a Randomize Controlled Trial', 'orgStudyIdInfo': {'id': 'CHU-0143'}}, 'armsInterventionsModule': {'armGroups': [{'label': 'Take-Home message', 'interventionNames': ['Procedure: identification of take-home message of lecture']}], 'interventions': [{'name': 'identification of take-home message of lecture', 'type': 'PROCEDURE', 'armGroupLabels': ['Take-Home message']}]}, 'contactsLocationsModule': {'locations': [{'zip': '63003', 'city': 'Clermont-Ferrand', 'country': 'France', 'facility': 'CHU Clermont-Ferrand', 'geoPoint': {'lat': 45.77969, 'lon': 3.08682}}], 'overallOfficials': [{'name': 'Alexandre LAUTRETTE', 'role': 'PRINCIPAL_INVESTIGATOR', 'affiliation': 'University Hospital, Clermont-Ferrand'}]}, 'sponsorCollaboratorsModule': {'leadSponsor': {'name': 'University Hospital, Clermont-Ferrand', 'class': 'OTHER'}, 'responsibleParty': {'type': 'SPONSOR'}}}}