Medical EducationPEDAGO-INTNCT07176442
Enhancing Teaching Strategies for Newly Recruited Interns: Comparing Massive Open Online Courses, Simulation, and Escape Games
A study testing MOOC (E-Learning), Simulation Training and Educational Escape Game in people with Medical Education, run by Mohammed V Souissi University at 1 site in Morocco.
Trial summary
This randomized controlled trial will compare three innovative teaching methods-Massive Open Online Courses (MOOCs), simulation, and escape games-among newly recruited medical interns at Ibn Sina University Hospital in Rabat, Morocco. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Medical Education
- What is being tested?
- MOOC (E-Learning), Simulation Training and Educational Escape Game
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 51 participants
- Where
- 1 siteMorocco
- Study dates
- 1 Oct 2025to 3 Dec 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
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Newly recruited medical interns at Ibn Sina University Hospital (CHU), Rabat
- Voluntary participation with signed informed consent
- No prior formal training specifically focused on diabetic ketoacidosis
Who cannot join
- Refusal to participate
- Previous advanced training on diabetic ketoacidosis management
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Enhancing Teaching Strategies for Newly Recruited Interns: A Randomized Controlled Trial Comparing Massive Open Online Courses, Simulation, and Escape Games
This randomized controlled trial will compare three innovative teaching methods-Massive Open Online Courses (MOOCs), simulation, and escape games-among newly recruited medical interns at Ibn Sina University Hospital in Rabat, Morocco. The study aims to evaluate their effectiveness in improving knowledge of diabetic ketoacidosis management, retention of knowledge after 4 weeks, and learner motivation. Fifty-one interns will be randomly assigned to one of the three groups. Outcomes will be assessed using multiple-choice knowledge tests at baseline, immediately after training, and 4 weeks later, as well as the Intrinsic Motivation Inventory questionnaire. The results will provide evidence on the most effective and engaging approach to support induction training of new medical interns.
Read the detailed description
The induction period for newly recruited medical interns represents a critical stage in their professional training. On arrival at the hospital, interns must rapidly acquire clinical knowledge, technical skills, and adaptive behaviors to ensure patient safety and integration into the healthcare team. Innovative teaching strategies, including Massive Open Online Courses (MOOCs), high-fidelity simulation, and gamified approaches such as escape games, have been increasingly adopted in medical education, but comparative evidence of their effectiveness in this context remains limited.
This study is a prospective, randomized controlled trial conducted at Ibn Sina University Hospital, Rabat, Morocco. A total of 51 newly recruited medical interns will be randomly assigned to one of three intervention groups:
MOOC group: A structured online course hosted on Canvas, including four short video modules (4-5 minutes each) covering diagnosis, pathophysiology, precipitating factors, and therapeutic management of diabetic ketoacidosis (DKA). Interactive quizzes are included between modules.
Simulation group: Participants engage in a high-fidelity simulation scenario of DKA secondary to urinary tract infection, using a mannequin in a controlled training environment. Each session is followed by a structured debriefing.
Escape game group: Interns participate in a 30-minute collaborative escape game consisting of 10 puzzles designed to guide them through the diagnostic and therapeutic steps of DKA management, encouraging teamwork and problem-solving.
All interventions focus on the same clinical case to ensure content comparability. A single faculty member oversees all sessions to maintain consistency in delivery and evaluation.
Outcomes: Knowledge acquisition is assessed using a validated 10-item multiple-choice questionnaire administered at baseline (pre-test), immediately after the intervention (post-test), and 4 weeks later (late post-test) to evaluate both immediate learning and short-term retention. Motivation and satisfaction are assessed immediately after the intervention using the Intrinsic Motivation Inventory (IMI), focusing on interest/enjoyment, perceived competence, perceived choice, and pressure/tension.
Analysis: Scores will be compared within and between groups using repeated-measures ANOVA and appropriate non-parametric tests. The study is designed to test whether one teaching method provides superior short-term knowledge gains, improved retention, or greater learner motivation.
This trial addresses an important gap in medical education by directly comparing three pedagogical approaches during the induction training of new interns. Results are expected to guide educational policy and support the development of blended learning strategies that combine the strengths of digital, experiential, and gamified methods.
- Conditions
- Medical Education
- Being tested
- MOOC (E-Learning), Simulation Training, Educational Escape Game
- Keywords
- Medical Education, Randomized Controlled Trial, E-Learning, Simulation Training, Gamification
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
MOOC (E-Learning)Behavioural
Participants complete a structured Massive Open Online Course (MOOC) hosted on Canvas. The course includes four 4-5 minute video modules on diabetic ketoacidosis, with interactive quizzes between modules.
Simulation TrainingBehavioural
Participants take part in a high-fidelity simulation session using a mannequin programmed for diabetic ketoacidosis management. Each session is followed by a structured debriefing led by the instructor.
Educational Escape GameBehavioural
Participants join a 30-minute educational escape game with 10 puzzles that guide them through the diagnosis and management of diabetic ketoacidosis. The activity emphasizes collaboration and problem-solving.
| Study group | Role | What they receive |
|---|---|---|
| MOOC (E-learning) | Experimental | Participants complete a structured Massive Open Online Course (MOOC) hosted on Canvas. The course includes four 4-5 minute video modules on diabetic ketoacidosis, with interactive quizzes between modules. Receives: Behavioral: MOOC (E-Learning) |
| Simulation | Experimental | Participants take part in a high-fidelity simulation session using a mannequin programmed for diabetic ketoacidosis management. Each session is followed by a structured debriefing led by the instructor. Receives: Behavioral: Simulation Training |
| Escape Game | Experimental | Participants join a 30-minute educational escape game with 10 puzzles that guide them through the diagnosis and management of diabetic ketoacidosis. The activity emphasizes collaboration and problem-solving. Receives: Behavioral: Educational Escape Game |
What is being measured
The primary outcome is the main question the study is designed to answer.
Immediat Change in knowledge score on diabetic ketoacidosis (DKA) MCQ
Ten-item multiple-choice questionnaire (0-10 points) covering DKA diagnosis, severity, triggers, and initial management. Score at post-test minus pre-test; higher values indicate greater knowledge gain. Administered identically across all three arms (MOOC, Simulation, Escape Game) using the same validated items. Safety Issue: No.
Measured: Baseline (pre-test) and immediately after the intervention (same day)
Secondary outcomes (2)
Change in knowledge score from baseline to 4-week follow-up
Same 10-item MCQ (0-10); follow-up minus baseline. Higher values indicate better retention. Safety Issue: No.
Measured: Baseline and 4 weeks after intervention
Intrinsic Motivation Inventory (IMI) scores
The IMI is a validated self-report tool based on self-determination theory. In this study, four subscales are assessed on a 7-point Likert scale:
Interest/Enjoyment (higher scores = greater engagement) Perceived Competence (higher scores = greater self-efficacy) Perceived Choice (higher scores = stronger sense of autonomy) Pressure/Tension (higher scores = greater stress; lower scores desirable). Median scores across groups will be compared to evaluate motivational impact of MOOC, simulation, and escape game interventions. Safety Issue: No.
Measured: Immediately after the intervention (same day)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted16 Sep 2025
- Study start1 Oct 2025
- Primary completion30 Nov 2025
- Study completion3 Dec 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (3)Papers the sponsor has linked to this study.
- 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
- Model description
- Fifty-one newly recruited medical interns will be randomly assigned in equal proportions to one of three parallel groups. Each group will receive a single, distinct educational intervention on the same clinical case (diabetic ketoacidosis). The interventions are: (1) a structured MOOC with interactive quizzes, (2) a high-fidelity simulation scenario with debriefing, or (3) a gamified escape game composed of 10 puzzles. Participants remain in their assigned group throughout the study, and outcomes are compared between groups.
- Masking
- None (open label)
- Enrolment
- 51 participants (actual)
Sponsor and investigators
- Lead sponsor
- Mohammed V Souissi University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Safae Dehbi, Mohammed V Souissi University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07176442
- Sponsor's protocol ID
- INTERN-PEDAGOGY-TRIAL-2025
- Acronym
- PEDAGO-INT
- Status last verified
- Dec 2025
- First submitted
- 9 Sep 2025
- Last updated
- 2 Jan 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005 Jan;27(1):10-28. doi: 10.1080/01421590500046924.
PubMed 16147767Khanna A, Ravindran A, Ewing B, Zinnerstrom K, Grabowski C, Mishra A, Makdissi R. Escape MD: Using an Escape Room as a Gamified Educational and Skill-Building Teaching Tool for Internal Medicine Residents. Cureus. 2021 Sep 27;13(9):e18314. doi: 10.7759/cureus.18314. eCollection 2021 Sep.
PubMed 34725586Alturkistani A, Lam C, Foley K, Stenfors T, Blum ER, Van Velthoven MH, Meinert E. Massive Open Online Course Evaluation Methods: Systematic Review. J Med Internet Res. 2020 Apr 27;22(4):e13851. doi: 10.2196/13851.
PubMed 32338618
Study at a glance
From the registry record, last updated by the sponsor on 2 Jan 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Enhancing Teaching Strategies for Newly Recruited Interns: A Randomized Controlled Trial Comparing Massive Open Online Courses, Simulation, and Escape Games
- ClinicalTrials.gov ID
- NCT07176442
- Acronym / sponsor ID
- PEDAGO-INT / INTERN-PEDAGOGY-TRIAL-2025
- Conditions
- Medical Education
- Keywords
- Medical Education, Randomized Controlled Trial, E-Learning, Simulation Training, Gamification
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 51 participants (actual)
- Lead sponsor
- Mohammed V Souissi UniversityUniversity, hospital or other
- Study start
- 1 Oct 2025 (actual)
- Primary completion
- 30 Nov 2025 (actual)
- Study completion
- 3 Dec 2025 (actual)
- First posted
- 16 Sep 2025 (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.
This randomized controlled trial will compare three innovative teaching methods-Massive Open Online Courses (MOOCs), simulation, and escape games-among newly recruited medical interns at Ibn Sina University Hospital in Rabat, Morocco. The study aims to evaluate their effectiveness in improving knowledge of diabetic ketoacidosis management, retention of knowledge after 4 weeks, and learner motivation. Fifty-one interns will be randomly assigned to one of the three groups. Outcomes will be assessed using multiple-choice knowledge tests at baseline, immediately after training, and 4 weeks later, as well as the Intrinsic Motivation Inventory questionnaire. The results will provide evidence on the most effective and engaging approach to support induction training of new medical interns.
Detailed description
The induction period for newly recruited medical interns represents a critical stage in their professional training. On arrival at the hospital, interns must rapidly acquire clinical knowledge, technical skills, and adaptive behaviors to ensure patient safety and integration into the healthcare team. Innovative teaching strategies, including Massive Open Online Courses (MOOCs), high-fidelity simulation, and gamified approaches such as escape games, have been increasingly adopted in medical education, but comparative evidence of their effectiveness in this context remains limited.
This study is a prospective, randomized controlled trial conducted at Ibn Sina University Hospital, Rabat, Morocco. A total of 51 newly recruited medical interns will be randomly assigned to one of three intervention groups:
MOOC group: A structured online course hosted on Canvas, including four short video modules (4-5 minutes each) covering diagnosis, pathophysiology, precipitating factors, and therapeutic management of diabetic ketoacidosis (DKA). Interactive quizzes are included between modules.
Simulation group: Participants engage in a high-fidelity simulation scenario of DKA secondary to urinary tract infection, using a mannequin in a controlled training environment. Each session is followed by a structured debriefing.
Escape game group: Interns participate in a 30-minute collaborative escape game consisting of 10 puzzles designed to guide them through the diagnostic and therapeutic steps of DKA management, encouraging teamwork and problem-solving.
All interventions focus on the same clinical case to ensure content comparability. A single faculty member oversees all sessions to maintain consistency in delivery and evaluation.
Outcomes: Knowledge acquisition is assessed using a validated 10-item multiple-choice questionnaire administered at baseline (pre-test), immediately after the intervention (post-test), and 4 weeks later (late post-test) to evaluate both immediate learning and short-term retention. Motivation and satisfaction are assessed immediately after the intervention using the Intrinsic Motivation Inventory (IMI), focusing on interest/enjoyment, perceived competence, perceived choice, and pressure/tension.
Analysis: Scores will be compared within and between groups using repeated-measures ANOVA and appropriate non-parametric tests. The study is designed to test whether one teaching method provides superior short-term knowledge gains, improved retention, or greater learner motivation.
This trial addresses an important gap in medical education by directly comparing three pedagogical approaches during the induction training of new interns. Results are expected to guide educational policy and support the development of blended learning strategies that combine the strengths of digital, experiential, and gamified methods.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 3
- Model description
- Fifty-one newly recruited medical interns will be randomly assigned in equal proportions to one of three parallel groups. Each group will receive a single, distinct educational intervention on the same clinical case (diabetic ketoacidosis). The interventions are: (1) a structured MOOC with interactive quizzes, (2) a high-fidelity simulation scenario with debriefing, or (3) a gamified escape game composed of 10 puzzles. Participants remain in their assigned group throughout the study, and outcomes are compared between groups.
| Arm | Type | Receives |
|---|---|---|
| MOOC (E-learning) | Experimental | Behavioral: MOOC (E-Learning)Participants complete a structured Massive Open Online Course (MOOC) hosted on Canvas. The course includes four 4-5 minute video modules on diabetic ketoacidosis, with interactive quizzes between modules. |
| Simulation | Experimental | Behavioral: Simulation TrainingParticipants take part in a high-fidelity simulation session using a mannequin programmed for diabetic ketoacidosis management. Each session is followed by a structured debriefing led by the instructor. |
| Escape Game | Experimental | Behavioral: Educational Escape GameParticipants join a 30-minute educational escape game with 10 puzzles that guide them through the diagnosis and management of diabetic ketoacidosis. The activity emphasizes collaboration and problem-solving. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (3 listed)
- Newly recruited medical interns at Ibn Sina University Hospital (CHU), Rabat
- Voluntary participation with signed informed consent
- No prior formal training specifically focused on diabetic ketoacidosis
Key exclusion criteria (2 listed)
- Refusal to participate
- Previous advanced training on diabetic ketoacidosis management
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 |
|---|---|---|
| MOOC (E-Learning)Participants complete a structured Massive Open Online Course (MOOC) hosted on Canvas. The course includes four 4-5 minute video modules on diabetic ketoacidosis, with interactive quizzes between modules. | Behavioural | MOOC (E-learning) |
| Simulation TrainingParticipants take part in a high-fidelity simulation session using a mannequin programmed for diabetic ketoacidosis management. Each session is followed by a structured debriefing led by the instructor. | Behavioural | Simulation |
| Educational Escape GameParticipants join a 30-minute educational escape game with 10 puzzles that guide them through the diagnosis and management of diabetic ketoacidosis. The activity emphasizes collaboration and problem-solving. | Behavioural | Escape Game |
Primary outcome
Immediat Change in knowledge score on diabetic ketoacidosis (DKA) MCQ
Time frame: Baseline (pre-test) and immediately after the intervention (same day)
Ten-item multiple-choice questionnaire (0-10 points) covering DKA diagnosis, severity, triggers, and initial management. Score at post-test minus pre-test; higher values indicate greater knowledge gain. Administered identically across all three arms (MOOC, Simulation, Escape Game) using the same validated items. Safety Issue: No.
2 secondary outcomes
Change in knowledge score from baseline to 4-week follow-up
Time frame: Baseline and 4 weeks after intervention
Intrinsic Motivation Inventory (IMI) scores
Time frame: Immediately after the intervention (same day)
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 2 Jan 2026.
- Background: PubMed 16147767Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005 Jan;27(1):10-28. doi: 10.1080/01421590500046924.
- Background: PubMed 34725586Khanna A, Ravindran A, Ewing B, Zinnerstrom K, Grabowski C, Mishra A, Makdissi R. Escape MD: Using an Escape Room as a Gamified Educational and Skill-Building Teaching Tool for Internal Medicine Residents. Cureus. 2021 Sep 27;13(9):e18314. doi: 10.7759/cureus.18314. eCollection 2021 Sep.
- Background: PubMed 32338618Alturkistani A, Lam C, Foley K, Stenfors T, Blum ER, Van Velthoven MH, Meinert E. Massive Open Online Course Evaluation Methods: Systematic Review. J Med Internet Res. 2020 Apr 27;22(4):e13851. doi: 10.2196/13851.
- Individual participant dataSharing planned: No
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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 MOOC (E-Learning), Simulation Training and Educational Escape Game in people with Medical Education, run by Mohammed V Souissi University at 1 site in Morocco.
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 3 inclusion and 2 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 2 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 Morocco. 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?
Immediat Change in knowledge score on diabetic ketoacidosis (DKA) MCQ (time frame: Baseline (pre-test) and immediately after the intervention (same day)). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07176442, which also lists 3 linked publications.
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 2 Jan 2026.