View clinical trials related to Medical Education.
Filter by:This study aimed to compare simulation training with conventional training (case-based discussion only) to improve team performance in implementing one-hour sepsis bundle in the intensive care unit
Virtual reality (VR) has been proposed as a promising technology for education since the combination of immersive and interactive features enables experiential learning. The study aimed to evaluate the effectiveness of VR-based training on oral health care for dependency elderly among oral hygiene students.
This a randomized trial comparing the use of an organized podcast curriculum using the podcast, CREOGs Over Coffee, to usual teaching for first and second year Ob/Gyn residents on their obstetrics rotations. Residents at HUP and PAH will be included. Post intervention questionnaires will be administered at the end of each block to assess resident satisfaction with their block as well as confidence in their clinical care and skills. CREOG scores will be used to assess knowledge differences.
The purpose of this study was to compare the efficacy of two educational interventions to enhance breastfeeding knowledge among senior medical students. One intervention consisted of a traditional face-to-face teaching lecture and the other consisted of the use of a smartphone application containing information about breastfeeding.
This study is an online survey to assess risk literacy among students of the medical and dentistry faculties in Portugal. Risk literacy is the capability to understand and interpret statistical information, based on simple rules of thumb. The investigators assess the level of "medical risk literacy" among Portuguese medical and dentistry students with the Quick Risk Test (QRT) and the multiple choice version of the Berlin Numeracy Test (BNT).
In recent decades, medical student interest in a career in mental health appear to be in decline, possibly due to the perception that the scientific foundation of psychiatry and psychopharmacology is weaker compared to other fields of medicine. In an effort to examine ways of improving the current nomenclature in Psychopharmacology, in 2008 the nomenclature taskforce was initiated, composed of representatives from five international organizations: ECNP - European College of Neuropsychopharmacology, ACNP - American College of Neuropsychopharmacology, AsCNP - Asian College of Neuropsychopharmacology, CINP - International College of Neuropsychopharmacology, IUPHAR - International Union of Basic and Clinical Pharmacology.2 The result of this effort is the Neuroscience based Nomenclature (NbN) - a pharmacologically driven nomenclature that focuses on reflecting current knowledge and on the understanding of the neural system being modified this research is the first that examine whether putting greater emphasis on neuroscience in the teaching of psychotropics, through the use of the new NbN terminology, achieve the goal of improving medical students views on psychiatry.
This study is designed to: 1. Create 4 short PLMs aimed at improving visual estimation of LVEF on TTE images. 2. Design a study to determine if these online PLMs can be used to increase the ability of medical students to estimate LVEF on TTE images and create long term retention of this skill. The hypothesis of the study is that several short PLM sessions over a period of approximately 1 month will improve the ability of third- and fourth-year novice medical students in echocardiography to visually estimate LVEF using TTE images.
The purpose of this study is to evaluate the impact of a curriculum about professionalism on stress response during a critical situation in anesthesiology residents. Residents in anesthesiology will complete a training program on professionalism during their first postgraduate year. They will go through a standardized simulated scenario where they have to manage an intra-hospital cardiorespiratory arrest and then meet the patient's family. Stress response will be assessed and compared to a control group that did not receive the training program.
The purpose of this study is to evaluate the benefit of adding mental visualization to a training program in medical education. Undergraduate medical students will be randomized before participating in a training program on airway management during rapid sequence induction. In the control group, participants will receive traditional teaching including theoretical courses and procedural simulation. In the intervention group, in addition to traditional teaching, participants will be trained and encouraged to practice mental visualization. The main outcome will be clinical performance during a standardized high-fidelity simulation of rapid sequence induction assessed using a specific pre-established checklist.
In this trial, undergraduate medical students will be randomised to undergo training using a virtual reality simulator (BodyInteract®) or a standard small-group interactive discussion of a clinical scenario. Adherence to current clinical recommendations will be considered as primary outcomes for this study.