Purpose
Randomized control trials (RCTs) are important components of medical research involving intricate logistics and ethical considerations. To improve medical students’ understanding of these concepts, we pursued a novel methodology for teaching RCTs adapted from an economics course aimed at creating an interactive learning environment.

Methods
This prospective educational intervention was designed to immersively teach first-year medical students the principles of RCTs. At the beginning of the activity, students completed a pre-activity survey that assessed their understanding of RCT concepts using a 5-point Likert scale. Following a standardized didactic lecture, students randomly received either a white or red poker chip, which respectively represented the “treatment” and “control” arms of a simulated RCT. At separate tables, the treatment group reviewed a wordlist for five minutes while the control group received a blank sheet of paper. A quiz testing the contents of the wordlist was then administered to both groups. Scores were reported and students watched a short didactic presentation that explained the simulated RCT activity. Finally, participants completed a post-activity survey that assessed understanding of RCT concepts using a 5-point Likert scale identical to the pre-activity survey. A t-test was used to compare Likert score averages.

Results
131 participants completed a pre-activity survey and 75 completed a post-activity survey. Post-activity survey results demonstrated significant improvements in student’s comfort with understanding RCTs (mean Likert score: pre 2.92, post 3.96; p <0.001), grasp of concepts (pre 2.94, post 4.03; p <0.001), and preparedness to discuss RCTs (pre 2.65, post 3.60; p <0.001).

Conclusions
This novel educational activity significantly improved first-year medical students' understanding of RCT principles. Our results suggest that immersive lessons can effectively enhance students’ comprehension and confidence in learning complex research methodology such as RCTs.