View clinical trials related to Medical Education.
Filter by:The goal of this clinical trial is to evaluate the effect of LearnGuide, a custom GPT developed with ChatGPT for supporting self-directed learning (SDL) in medical students. The main questions it aims to answer are: How does LearnGuide influence SDL skills among medical students? Can LearnGuide improve critical thinking and learning flow as measured by Cornell Critical Thinking Test (CCTT) Level Z score and Global Flow Score (GFS)? Participants will: Undergo a two-hour introduction to LearnGuide. Engage in 12 weeks of SDL task-based training with LearnGuide's support. If there is a comparison group: Researchers will compare the group utilizing LearnGuide for SDL and the group without this tool to see if there is a significant difference in SDL skills, critical thinking, and learning flow experiences.
Transfusion medicine is closely linked with safe surgery. Transfusion Camp is a multidisciplinary educational project aimed at improving transfusion medicine knowledge in physicians. The course has been piloted in Rwanda, showing improvement in participant knowledge and confidence, resulting in its recommended implementation into the medical school curriculum. This project aims to evaluate a multi-day Transfusion Camp course mandatory for graduating medical students and first-year interns practicing in district hospitals in Rwanda. Its implementation is evaluated through pre- and post-course testing, collecting participants' blood ordering practices following the course, and conducting participant interviews about barriers to safe transfusion medicine in their hospital.
This study aims to develop an upper body manikin with a high-fidelity upper gastrointestinal tract and apply into the nasogastric tube training program for nursing students.
The goal of the randomized educational intervention study is to test whether simulation preceding didactic teaching leads to improved knowledge and performance retention compared to a didactic lecture proceeding simulation for medical students Participants will be randomized to one of two different groups with reverse orders for simulation and lectures. Researchers will compare each group to see which way is better for learning.
Background: Effective teamwork and quality care are crucial for patient safety overall. Simulation-based team training offers a valuable approach to improving communication, coordination, and decision-making among healthcare professionals, leading to better outcomes and a safer healthcare environment. By evaluating the effectiveness of this training method, the project aims to contribute to the continuous improvement of healthcare delivery. Hypothesis: Implementation of simulation-based team training in pediatric departments will lead to improved teamwork, communication, and coordination among healthcare professionals, resulting in enhanced patient outcomes and a safer healthcare environment. Setup: From April 2023 to April 2024 a simulation-based training program will be implemented. The intervention group consists of healthcare professionals working as physicians or nurses in four pediatric departments. The intervention entails increasing the quantity of simulation-based team training within the intervention group. Additionally, measures to enhance and support simulation will be introduced within the intervention group. Concurrently, another four pediatric departments will serve as a control group, in which no intervention will be implemented. Both groups consist of approximately 600 healthcare professionals, contributing to a total of 1,200 participants included in this project. Data collection: Registration of simulation: The simulation facilitator responsible for each session completes a brief web-based questionnaire made readily accessible from all platforms by QR-code. Data includes Regional ID (unique personal identifier), gender, age, profession, simulation duration, and content, as well as learning goals. Outcome measures include 1) patient safety culture, 2) rate of sick leave among healthcare professionals, 3) Apgar score, and 4) an intervention cost-benefit analysis.
With more frequent extreme weather events, climbing atmospheric Carbon dioxide and unabated use of fossil fuels, planetary health and sustainability will become crucial to future medical practice. Clinical educators must rise to the challenge, educating and empowering tutees to ensure their understanding of green healthcare principles and solutions. Research at the University College London and the Universities of Bristol and Exeter has been conducted into engaging medical students with the theory of sustainability. What has not been explored is how to have them engage with the topic practically, providing them with frameworks and opportunities to their knowledge into practical scenarios. What we propose is a short study conducted over the period of a month in October 2023 that pairs educational sessions to answer the research question: do practical workshops help to cement sustainable teaching for attendees, help them bring out their individual ideas and experience surrounding sustainability, and empower them to implement comparable solutions in their clinical practice? Historically, these projects have ignored multidisciplinary practice. Specialists of any grade in any field can practice sustainability. As such, any healthcare student/professional is eligible, pending their consent. To facilitate this broad eligibility base, and to bring diversity of ideas to the workshops, both students at Liverpool University and any interested staff at the Liverpool University Hospitals Foundation Trust will be eligible for the project. Following a pre-session questionnaire to gauge baseline, participants will be taught the core principles of clinical sustainability in a remote 2-hour, interactive lecture-based session. This would be followed up by a hybrid 2-hour practical workshop session later that week. Here, those consenting to attend will have a chance to work through different clinical scenarios with experts in different fields. Each session will have feedback forms to gauge compounding of knowledge, engagement and empowerment, our primary outcome measures.
The goal of this randomized study is to investigate the effect of introducing contextual variation on transfer when learning a technical skill in a group of medical students. The main questions it aims to answer is: If context variation of specific affordance conditions enhance the learner's ability to transfer out? Participants will practice performing an invasive ultrasound guided procedure either on a fantom with maximum affordances or with contextual variation. Researchers will compare the maximum affordances group and the contextual variation group to see if its effects compared to the control group with minimal affordances.
The goal of this clinical triall is to investigate the training effect of access to authentic patient video on mental status examination performance among 5th year Danish medical students. Aim: To investigate if - Students with add-on access to an authentic patient video e-library have improved Mental Status Examination precision compared to students that only have an add-on e-library with simulated patient videos. - Number of videos watched correlate to mental status examination test scores.
Background: Stigma causes a significant burden for mental ill patients. Unfortunately, negative attitudes towards mentally ill are not confined to the lay public but are also common among health professionals. Aim: To study outcomes of psychiatric anti stigma educational intervention on undergraduate medical students' knowledge, attitude, and behavior as primary outcome measures. Subjects and methods: a quasi-experimental study was conducted on fourth year (120) undergraduate medical students affiliated to faculty of Medicine-Suez Canal University. The participants conducted a semi-structured questionnaire to assess effect of anti-stigma program on their knowledge, attitude and intended behavior toward mentally ill. The participants completed baseline questionnaire, then immediately and after 6 months reassessment. Data was collected from November 2019 to May 2020.
Clinical reasoning abilities can be enhanced by repeated formative testing with key feature questions. An analysis of wrong answers to key feature questions facilitates the identification of common misconceptions. This prospective, randomised, cross-over study assessed whether an elaboration task and individualised mailed feedback further improve student performance on clinical reasoning.