View clinical trials related to Medical Education.
Filter by:finding the optimal balance between traditional live demonstrations and instructional videos remains a subject of ongoing discussion in dental education. Moreover, integrating a hybrid model that combines the strengths of both methods may offer a comprehensive approach to crown preparation training. Therefore, this study aims to address this ongoing discussion by investigating the relative effectiveness of traditional live demonstrations, instructional videos, and a hybrid model that merges both approaches. Through an evaluation of dental students' satisfaction and performance with video tutorials and hands-on demonstrations, this research endeavors to shed light on how different instructional methods influence knowledge acquisition within the practical environment.
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.
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.
This is a randomized controlled trial with a mixed method design to determine the impact of coaching on self-perceived medical errors, burnout, and resilience. The study team developed a novel coaching curriculum based in principles of positive psychology and self-reflection with the hypothesis that the coaching intervention will lead to decreased medical errors, decreased burnout, and increased resilience in trainee and faculty participants. Resident and fellow trainees as well as faculty members were recruited across departments and randomized to coaching or control. Faculty in the coaching arm were trained in coaching techniques and paired with a trainee coachee. Survey results as well as focus groups will be used to analyze the impact of the coaching program as compared to standard mentorship (control).
Text can be written in multiple ways to mean the same thing; changing how a text is written can make it easier or harder to understand. How many concepts or ideas there are in a text, divided by the total number of words, is one possible way to determine how easy or hard it is to understand. This ratio is called idea density (ID). Varying ID has been shown to affect the speed at which a reader understands; it impacts certain people more than others, such as second language speakers. This effect may be of particular importance in an exam, where understanding a question in a limited time is key. In the UK, pharmacy students must undertake an exam set by the General Pharmaceutical Council (GPhC) to be registered as pharmacists. The exam involves pharmaceutical calculations and shows variable pass rates. This study aims to evaluate the impact of reducing ID in a pharmaceutical calculation test and will be conducted in 14 schools of pharmacy in the UK. All participants will take a GPhC style test. Then, participants will be divided into two groups of equal size; one group will undertake a second test with the same ID as the first, while the second group will undertake a test with a lower ID. Finally, the investigators will compare the second test scores between the two groups as cohorts and question by question, evaluating whether lowering ID has increased students' scores. If and effect is seen, ensuring that questions are written with a controlled ID may help ensure we are examining more fairly and allowing students with the requisite knowledge to pass.
Objective Structured Clinical Examination (OSCE) is a newly implemented evaluation standard for medical students and is a determinant part of the national competition they have to undergo. Exam periods are significantly associated with increased stress and anxiety which led to reduced performance, impaired memorization and impaired workload capacities. Cardiac biofeedback and mindfulness techniques are efficient methods for stress reduction. Interventions that aim to mobilize competence, such as mobilization of inner strength and resources techniques, should improve the level of preparation of medical students. These three procedures could influence the stress level and improve performance during the OSCE. There is currently no study exploring the effect of these physiological and psychological procedures on the performance during OSCE for medical students.
E-learning in medical education is a relatively new idea that is rapidly growing. This study aimed to assess the students and faculty staff attitude for e-learning at the emergence of COVID-19. A prospective cross-sectional online survey based on Google form was conducted at a medical university in Iraq between March and April 2020