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Competency-Based Education clinical trials

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NCT ID: NCT06452901 Not yet recruiting - Vascular Diseases Clinical Trials

PROgressive struCturEd Simulation-based Surgical Training Program (PROCESS) - Open Vascular Surgery

PROCESS
Start date: July 21, 2024
Phase: N/A
Study type: Interventional

A triple-arm, randomized, simple-blinded clinical trial will be conducted. A control sequence and an intervention sequence of three subgroups with different exposure levels to the simulation program are proposed. Group 1: open abdominal aortic repair (AAOR), Group 2: vascular anastomosis (VA) and AAOR, and Group 3: specific micro-surgical skills, VA and AAOR. Surgical residents of general, vascular, or cardiovascular surgery programs will be included. Sample size calculation resulted in 45 participants, 15 in each group. Simple blinding will involve external evaluators. Randomization will occur as a simple randomization.

NCT ID: NCT05269576 Recruiting - Simulation Clinical Trials

Clinical Simulation as a Learning Tool in Medical Students

Start date: September 12, 2020
Phase: N/A
Study type: Interventional

The hypothesis of our work is that with the simulation techniques applied in the Medical School of the Autonomous University of Barcelona (UAB), students accelerate the learning curve of clinical skills, acquire transversal skills in medicine, and obtain a higher quality learning.

NCT ID: NCT04822714 Completed - Competence Clinical Trials

Effectiveness of Mobile-phone Career Competencies Intervention for Malaysian Public Sector Managers

Start date: August 3, 2020
Phase: N/A
Study type: Interventional

This study aims to evaluate the effectiveness of a user and expert centric mobile phone-based career intervention program of career competencies among Malaysian public managers.

NCT ID: NCT04278976 Active, not recruiting - Clinical trials for Competency-Based Education

Effect of a Competence Based Medical Education Programme on Training Quality in Intensive Care Medicine.

COBALIDATION
Start date: February 1, 2019
Phase: N/A
Study type: Interventional

This study evaluates whether the implementation of a competency-based medical education program called CoBaTrICE (Competency Based Training program in Intensive Care in Europe) provides higher levels of competency in comparison with the current official time-based program in Intensive Care Medicine (ICM) in Spain. The hypothesis will be confirmed or rejected through a multicenter cluster randomized trial of 14 ICU Departments from 14 academic referral hospitals located in Spain. A total of 38 trainees on the 3rd year of the specialization period will be followed during the three years of their specific training period in Intensive Care Medicine. CoBaTrICE (seven hospitals) will be compared with the current official model of training in ICM in Spain (seven hospitals), which is based on exposure to experiences through clinical rotations. The implementation of CoBaTrICE will include the three following essential elements: 1) Training the trainers; 2) Workplace-based assessments; 3)The use of an electronic portfolio. The level of competency achieved by each participant will be determined by a simulation-based Objective Structured Clinical Exam (OSCE) performed at the end of the third year of traning (baseline) and at the end of the 5th year of training period.

NCT ID: NCT02509416 Completed - Clinical trials for Competency Based Education

Rapid Assessment of Trainee Endoscopy Skills (RATES) Study Two

RATES 2
Start date: July 2015
Phase:
Study type: Observational

The establishment of a number of training programs in therapeutic endoscopy, standardization of the performance of endoscopic ultrasound (EUS) and endoscopy retrograde cholangiopancreatography (ERCP) and definition of competence is of paramount importance. The length of training and minimum number of procedures, requisite theoretical learning and methodology to define competence in EUS and ERCP are not well defined. The investigators research has demonstrated that individuals in training acquire skills at different rates and the number of procedures completed alone is a suboptimal marker for competency in a given procedure. Hence, emphasis needs to be shifted away from the number of procedures performed to performance metrics with well-defined and validated thresholds of performance. Multicenter prospective data are needed to help guide development of competency based medical education that define learning curves in EUS and ERCP and set evidence-based benchmarks required to achieve competence using a validated competency assessment tool. Hypothesis: The central hypothesis is that a validated EUS and ERCP competency assessment tool will allow for reliable and generalizable standardized learning curves, competency benchmarks and creation of a centralized national database that compares a trainee's performance amongst peers.

NCT ID: NCT02247115 Completed - Clinical trials for Competency-Based Education

Rapid Assessment of Trainee Endoscopy Skills (RATES) Study

RATES
Start date: July 2014
Phase: N/A
Study type: Observational

The establishment of a number of training programs in therapeutic endoscopy, standardization of the performance of endoscopic ultrasound (EUS) and endoscopy retrograde cholangiopancreatography (ERCP) and definition of competence is of paramount importance. The length of training and minimum number of procedures, requisite theoretical learning and methodology to define competence in EUS and ERCP are not well defined. The investigators research has demonstrated that individuals in training acquire skills at different rates and the number of procedures completed alone is a suboptimal marker for competency in a given procedure. Hence, emphasis needs to be shifted away from the number of procedures performed to performance metrics with well-defined and validated thresholds of performance. Multicenter prospective data are needed to help guide development of competency based medical education that define learning curves in EUS and ERCP and set evidence-based benchmarks required to achieve competence using a validated competency assessment tool. Hypothesis: The central hypothesis is that a validated EUS and ERCP competency assessment tool will allow for reliable and generalizable standardized learning curves, competency benchmarks and creation of a centralized national database that compares a trainee's performance amongst peers.