View clinical trials related to Learning.
Filter by:This study is based on the implementation of the method named "Learning-from-excellence", see methodology www.learningfromexcellence.com. The project is a longitudinal cohort study based on data from both qualitative and quantitative data, presented in two different research articles, one qualitative and one quantitative, using : - an electronic hosptal staff survey on "work-engagement, team collaboration, patient safety climate, and working conditions" before and after implementing Learning from Excellence. - focus group interviews to explore experiences with the method of Learning from excellence from the view of healthcare professionals.
Blended learning (BL) combines both face-to-face learning (FL) and online learning. There is no evidence about the effects of a BL program in cardiac physiotherapy education. This study aimed at comparing the effectiveness of a BL program versus a FL program in Physiotherapy Degree students on knowledge, competencies, satisfaction, perceptions, usability, BL acceptance, attitudes and behaviours. An assessor-blinded randomized trial was performed.
This research will be carried out with the aim of making this practice practical with simulation-based training and improving cognitive, affective and psychomotor skills, and then applying it in the clinic, before applying the nasogastric tube placement application, which is included in enteral nutrition, to the child in the clinic.
The main objective of this study is to demonstrate that Error Management Training improves adaptive expertise in head computed tomography interpretation. The investigators will conduct a randomized controlled trial comparing two learning strategies, Error Management Training vs Error Avoidance Training, in emergency medicine residents. The investigators hypothesize that Error Management Training, as compared to Error Avoidance Training, will improve adaptive expertise, as measured by skills transfer, when used to teach head computed tomography interpretation to emergency medicine residents.
This study aims to determine how non-invasive ear stimulation affects learning. During this study, participants will be asked to complete surveys and come to a lab for about 2.5 hours. Researchers will measure brain waves and other body responses (heart rate), while while the ear is stimulated. Participants also will be asked to complete computer tasks. Because brain activity will be measured, participants will be asked to come to the study with clean, dry hair. The study is at MUSC in Charleston. Participants will be compensated for their time. To be eligible, participants must be 18-65 years old, be able to commit 2.5 hours of time to the study, and be able to wear sensors on their hands, arms, and head and sit quietly at a computer. There are some risks to completing this study. Some questions in the surveys ask about personal thoughts and feelings. The ear stimulation may cause tingling sensations or irritation around the ear. There are no direct benefits to participants. This study will help researchers improve this ear stimulation as a treatment method.
This open-label clinical trial will gain evidence of the effect of an oral Nutritional Supplement (NS) to help improve catch-up growth and support learning skills in children with growth concerns.
In french context, simulation training is not well implemented in medical school, mainly in psychiatry. We aim to build a formative and summative assessment tool of competences specific to this pedagogic context, so as to support its development. This studies aims to explore learning process and factors supporting or preventing from learning of medical students during simulation in psychiatry. A convenient sample of 72 voluntary participants, allocated among 6 groups of around 12 students, will be recruited at Paris Descartes, Paris Diderot and Brest Universities between september of 2018 and june of 2019. Each participant will complete 6 hours of psychiatric simulation training, dealing with mood disorders, anxious disorders, eating disorders, borderline disorders, substance abuse and schizophrenia. Participant will be offered to complete a portfolio about learning process during the trimester they are involved, a concept gap before and after each training and the " Learning Effectiveness Inventory Scale "at the end of simulation. A purposive sample of students will have to complete a face-to-face semi-interview (until reaching data saturation). Video record of simulation and audio-record of debriefing will be analysed to enhance triangulation process of analysis.
This study explores the effects of single-dose losartan (50mg) versus identical placebo capsule on emotional memory and learning in healthy volunteers.
Objective: To evaluate the effectiveness of a web based learning module in the prescription of laboratory examens by postgraduate medical students. Background: The internal medicine service of Valais encounters several prescription issues such as overprescription of blood iron or transferrin level determination and too rare D vitamine level. Methods: The investigators will introduce postgraduate medical students to a single use e-learning module about common deficiencies in hospitalized patients. A quick test will be performed before and after the module, then at 2 and 4 months. Efficiency will be determined by the analysis of the median number of prescriptions of blood iron, transferrin and D vitamine levels 6 months before the module then monthly until completion of the study . It is planned to recruit between 40 and 55 students. Outcome: The investigators will evaluate efficiency of the web based learning module by analysing the prescription rate 5 months before and 5 months after the intervention. Second outcome will be testing of the efficiency over time by monthly analysis of the prescriptions and results at the test.
The investigators are interested in finding accessible interventions for youth and young adults that help promote long-term positive mental health functioning. They will be investigating the effects of Team Unbreakable, a 13-week, twice weekly running group, on mental health symptoms, memory, and attention. This intervention will hopefully improve mental health functioning in youth aged 17-25 that are at high risk of developing mental health disorders. Sessions will consist of 30 minutes of running under the supervision of group leaders and coaches. The group will steadily increase the distance and time spent running versus walking, with the goal of having everyone run a 5 km race together at the end of 13 weeks. Once a week, youth will be provided with education on a variety of topics related to health and running. Youth will complete measures before, during, and after the program to assess outcomes.