Outcome of a Lecture Before vs After Simulation-based Education on Pediatric Status Epileptics: A Randomized Controlled Pilot Trial

What this Trial Is About

Researchers are evaluating the best order of teaching methods for medical students learning about pediatric status epilepticus. This randomized educational study compares whether simulation training before a lecture or lecture before simulation leads to better knowledge and performance retention. The goal is to see which teaching sequence improves skill and understanding over time. Participants will be randomly assigned to one of two groups. One group starts with a simulation session and debrief led by a pediatric emergency medicine physician, followed by a didactic lecture. The other group begins with the lecture and then completes the simulation and debrief. Both groups will return for a repeat simulation session two months later to assess retention. During the study, participants' skills will be tested by measuring changes in their resuscitation performance scores from the initial to the follow-up simulation. Knowledge will be evaluated with multiple-choice tests before and two months after training. Learner satisfaction and timing of resuscitation steps will also be recorded. The total study participation involves initial training and a follow-up simulation session after two months.

Does Teaching Before or After Simulation Improve Learning?