Interprofessional Versus Monoprofessional Case-based Learning in Childhood

Status Terminated

Clinical Trial Summary

Interprofessional education in childhood cancer is a multifaceted field. It involves multiple healthcare professionals with general and specialised knowledge and skills. Complex treatment, care and rehabilitation require continuous professional development and maintenance of healthcare professionals' competencies in their own professional field. Limited knowledge exists on comparing interprofessional and monoprofessional education and only few randomised studies have evaluated the effectiveness and efficiency of interprofessional education. One clinical area among others where healthcare professionals collaborate is in gastrointestinal toxicities and side effects. These are frequent and potentially severe clinical problems in childhood cancer that involve multiple healthcare professionals.

Objectives: To study the effect of interprofessional versus monoprofessional case-based learning on healthcare professionals' attitudes on interprofessional learning and collaboration.

Trial design: single centre investigator-initiated cluster randomized trial

Methods:

Participants: Employees with patient-related work at the childhood cancer departments and affiliated with childhood cancer at Rigshospitalet are eligible for inclusion. The setting is the childhood cancer department.

Outcome: The primary outcome is to improve healthcare professionals' interprofessional attitude.

Measurements:

The primary outcome is attitudes measured by the Assessment of Interprofessional Team Collaboration Scale (AITCS). Secondary outcome is Readiness for Interprofessional Learning Scale (RIPLS) Questionnaire, and Safety Attitudes Questionnaire (SAQ). Knowledge will be measured by written test as multiple choice questionnaire (MCQ).

Timepoints: The self-reported questionnaires will be distributed to the participants approximately one month before and one month after the educational intervention. On the day of the educational intervention, participants will answer the multiple choice questionnaire.

Analysis: Linear mixed regression will be used to compare differences in mean scores postintervention, adjusted for differences between the two groups.

Results: We hypothesise that interprofessional case-based learning positively affects the healthcare professionals' interprofessional attitudes.

Clinical Trial Description

n/a

Study Design

Related Conditions & MeSH terms

Case-based Learning
Continuing Professional Development
Education
Interprofessional Education

Clinical Trial Details

NCT number	NCT04204109
Study type	Interventional
Source	Rigshospitalet, Denmark
Contact
Status	Terminated
Phase	N/A
Start date	February 25, 2020
Completion date	May 5, 2020

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Clinical trials are conducted in a series of steps, called phases - each phase is designed to answer a separate research question.

Phase 1: Researchers test a new drug or treatment in a small group of people for the first time to evaluate its safety, determine a safe dosage range, and identify side effects.
Phase 2: The drug or treatment is given to a larger group of people to see if it is effective and to further evaluate its safety.
Phase 3: The drug or treatment is given to large groups of people to confirm its effectiveness, monitor side effects, compare it to commonly used treatments, and collect information that will allow the drug or treatment to be used safely.
Phase 4: Studies are done after the drug or treatment has been marketed to gather information on the drug's effect in various populations and any side effects associated with long-term use.

Interprofessional Versus Monoprofessional Case-based Learning in Childhood Cancer — INCAsE

Clinical Trial Summary

Clinical Trial Description

Study Design

Related Conditions & MeSH terms