An interventional study of MOOC (E-Learning) and Simulation Training in Medical Education, sponsored by Mohammed V Souissi University. Completed at 1 site in Morocco. Per ClinicalTrials.gov, last updated 2026-01-02.
Sponsored by Mohammed V Souissi University · Not applicable, Interventional, and Other
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.
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.
Mohammed V Souissi University is the lead sponsor of 5 studies on the registry; 2 are open to participants now.
Counted across the registry records on this site, refreshed daily.
Go through the criteria one by one — yes, no or not sure — and take the list to your doctor or the study team. Kept in this browser only.
Exclusion Criteria:
Underlined terms in the criteria open these too. Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Informed consent
Before you join, the study team explains what taking part involves — its purpose, what happens, the risks and possible benefits — and answers your questions, so you can decide freely. Consent is usually recorded on a form (the informed consent form, ICF) signed by you or, where the law allows, by someone legally authorised to decide for you.
You can keep asking questions during the study, you are told of new information that matters, and you can choose to leave at any time.
Explained by clinicaltrials.gg, not part of the registry record. The study team decides who can take part.
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.
Behavioral: MOOC (E-Learning)
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.
Behavioral: Simulation Training
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.
Behavioral: Educational Escape Game
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.
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.
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.
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.
Time frame: Baseline (pre-test) and immediately after the intervention (same day)
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.
Time frame: 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.
Time frame: Immediately after the intervention (same day)
Plan to share: No
This study is completed, as verified in Dec 2025. You cannot join it, but the record below documents what was studied.
Get an email when the registry record changes — status, dates, results — or when someone posts here.
Sign in to followQuestions and observations about this study, from anyone following it. Not medical advice, and not a channel to the study team — their contact details are on the registry record.
Sign in to join the discussion. Reading takes no account; posting does. You choose a display name, and a pseudonym is the default.
Nothing here yet. If you are running this trial, taking part in it, or weighing whether to, this is the place to say so.
Mohammed V Souissi University