Learning Activity Sequence, Simulation, and Productive Failure in Anti-Harassment Education.

Area of Science:

• Medical Education
• Harassment Intervention
• Simulation-Based Learning

Background:

• Harassment is prevalent in health professions education, yet effective interventions are understudied.
• This study investigates an anti-harassment intervention using instructional videos and high-fidelity simulation for medical residents.
• The research is framed by the knowledge-learning-instruction framework and the concept of productive failure.

Purpose of the Study:

• To evaluate the effectiveness of an anti-harassment intervention for medical residents.
• To determine how the sequence of educational activities (video vs. simulation) impacts learning outcomes.
• To explore the link between educational activity sequence, simulation performance, and knowledge acquisition.

Main Methods:

• A pretest-posttest study design was employed with 88 internal medicine residents.
• Residents were randomized into an intervention group (n=60) or a control group (n=28).
• The intervention group was further randomized to a video-first or simulation-first sequence, with knowledge assessed via questionnaire and performance via checklist.

Main Results:

• The video-first group showed superior initial simulation performance.
• Both groups achieved significant knowledge gains post-intervention.
• The simulation-first group exhibited higher knowledge levels post-intervention, suggesting productive failure's benefit.

Conclusions:

• The order of educational activities influences anti-harassment training effectiveness.
• A video-first approach boosts immediate performance, while simulation-first enhances knowledge retention.
• Further research is needed on long-term effects and applicability in various healthcare settings.