[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"education-medical-undergraduate\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:education-medical-undergraduate":26},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,47,74],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":13,"acronym":14,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":18,"targetDuration":4,"studyType":21,"phases":22,"briefSummary":24,"conditions":25,"keywords":29,"overallStatus":34,"whyStopped":4,"lastUpdateSubmitDate":35,"lastUpdatePostDateStruct":36,"startDateStruct":39,"completionDateStruct":41,"leadSponsor":43,"locationsCount":46},"100619873","comparing-virtual-reality-simulation-to-high-fidelity-simulation-as-an-educational-modality-for-electroconvulsive-therapy-training-a-non-inferiority-study-100619873",false,"NCT07350278","Comparing Virtual Reality Simulation to High Fidelity Simulation as an Educational Modality for Electroconvulsive Therapy Training: A Non-Inferiority Study","ECT-SIM","Inclusion Criteria:\n\n* Is a medical student at the University of Toronto\n* Has not received formal ECT training before\n\nExclusion Criteria:\n\n* Visual or hearing impairment that does not allow the participant to use VR.\n* History of significant motion sickness.",true,"ALL",{"count":19,"type":20},78,"ESTIMATED","INTERVENTIONAL",[23],"NA","The goal of this prospective, open-label non-inferiority randomized controlled trial is to investigate if Virtual Reality (VR) based simulation are an effective training tool for novice medical trainees. The main questions it aims to answer are:\n\n* Is the VR-based electroconvulsive therapy (ECT) training program non-inferior to traditional, mannequin-based ECT training programs in fostering ECT skill acquisition?\n* What are the changes in confidence in administering ECT, as well as number of training repetitions completed in the VR and mannequin training groups?\n* What is the ease of use of the VR-based ECT training program? Researchers will compare the VR-based ECT training program to a mannequin-based ECT training program to see if the VR-based ECT training program is comparable to traditional methods at training for ECT.\n\nParticipants will:\n\n* Complete an ECT skills assessment at the beginning and end of the study session.\n* Watch a 30-minute didactic ECT lecture video.\n* Be randomized to either the VR ECT simulation group or the mannequin ECT simulation group and be given 30 minutes to practice ECT administration with their assigned education tool.",[26,27,28],"Education, Medical, Undergraduate","Electroconvulsive Therapy","Virtual Reality Simulation",[30,31,32,33],"virtual reality","mannequin","education","electroconvulsive therapy","NOT_YET_RECRUITING","2026-01-13",{"date":37,"type":38},"2026-01-20","ACTUAL",{"date":40,"type":20},"2026-01-05",{"date":42,"type":20},"2027-06-01",{"name":44,"class":45},"Sunnybrook Health Sciences Centre","OTHER",1,{"id":48,"slug":49,"hasResults":11,"nctId":50,"briefTitle":51,"officialTitle":52,"acronym":4,"eligibilityCriteria":53,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":54,"targetDuration":4,"studyType":21,"phases":56,"briefSummary":57,"conditions":58,"keywords":61,"overallStatus":34,"whyStopped":4,"lastUpdateSubmitDate":65,"lastUpdatePostDateStruct":66,"startDateStruct":68,"completionDateStruct":70,"leadSponsor":72,"locationsCount":4},"100595400","3d-eye-movement-simulator-for-medical-education-100595400","NCT07031960","3D Eye Movement Simulator for Medical Education","Design, Construction and Evaluation of the Educational Effects of 3D Simulator of Human Eyeball Movements","Inclusion Criteria:\n\n1. Academic Status Currently enrolled medical students in their preclinical years (typically 2nd-3 year)\"\n2. Course Enrollment \"Formally registered in the special scence\u002Fanatomy course where eye movement education is part of the curriculum\"\n\nPrior Experience \"No previous formal training in extraocular muscle anatomy or eye movement assessment\"\n\nLanguage Proficiency \"Fluent in the language of instruction (Farsi)\"\n\nConsent \"Willing and able to provide informed consent\"\n\nExclusion Criteria:\n\n1- Prior Exposure \"Medical students who have previously taken advanced special scence courses\"\n\nProfessional Experience \"Students with prior clinical experience in ophthalmology ( as nurses or technicians)\"\n\nAtypical Curriculum \"Students from schools with non-standard anatomy curricula that already include similar 3D simulation tools\"\n\nParticipation Conflicts \"Currently participating in other educational research studies that could confound results\"",{"count":55,"type":20},76,[23],"The goal of this clinical trial is to evaluate whether a new 3D-printed eyeball movement simulator improves medical education compared to traditional teaching methods. The main questions it aims to answer are:\n\nDoes using the 3D simulator help medical students better understand eye anatomy and muscle function compared to standard lectures and textbooks?\n\nHow do students rate the usability and effectiveness of this new teaching tool?\n\nResearchers will compare two groups of medical students:\n\nOne group will learn using the 3D simulator\n\nThe other group will receive standard teaching methods\n\nParticipants will:\n\n1. Complete a pre-test to assess their baseline knowledge\n2. Attend training sessions using either the 3D simulator or standard methods\n3. Take a post-test to measure learning improvement\n4. Provide feedback about their learning experience\n5. Take a post-intervention exam and satisfaction survey\n6. Participate in focus groups about their learning experience\n\nThe study will help determine if interactive 3D models can enhance medical education about eye movements.",[59,26,60],"Education","Education, Medical",[62,63,64],"medical education","3D model","eye movement","2025-06-19",{"date":67,"type":38},"2025-06-22",{"date":69,"type":20},"2025-06-15",{"date":71,"type":20},"2025-08-20",{"name":73,"class":45},"Isfahan University of Medical Sciences",{"id":75,"slug":76,"hasResults":11,"nctId":77,"briefTitle":78,"officialTitle":79,"acronym":4,"eligibilityCriteria":80,"healthyVolunteers":16,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":81,"targetDuration":4,"studyType":21,"phases":83,"briefSummary":84,"conditions":85,"keywords":86,"overallStatus":34,"whyStopped":4,"lastUpdateSubmitDate":90,"lastUpdatePostDateStruct":91,"startDateStruct":93,"completionDateStruct":95,"leadSponsor":96,"locationsCount":4},"100592323","construction-and-educational-impact-of-plastination-models-of-the-limbic-system-basal-nuclei-cerebellum-and-human-spinal-cord-100592323","NCT06991933","Construction and Educational Impact of Plastination Models of the Limbic System, Basal Nuclei, Cerebellum, and Human Spinal Cord","Preparation and Construction of Volumetric Plastination Models of the Limbic System, Basal Nuclei, Cerebellum, and Human Spinal Cord and Evaluation of Their Educational Effects","Inclusion Criteria:\n\n* Medical students in their third semester of training\n* Currently enrolled in neuroanatomy coursework at Isfahan University of Medical Sciences\n* No prior formal training with plastinated models\n* Willing to attend all study sessions for 7 weeks\n* Able to complete assessments in persian\n\nExclusion Criteria:\n\n* Prior experience with plastinated models\n* Currently taking neuroanatomy remediation courses\n* Planned absences during \\>20% of study sessions",{"count":82,"type":20},60,[23],"Purpose:\n\nThis educational trial aims to assess whether plastination models for neuroanatomy training (limbic system, basal ganglia, cerebellum, spinal cord)\" improve medical students' understanding of central nervous system anatomy compared to traditional educational methods. It will also evaluate student satisfaction with this teaching tool.\n\nKey Questions:\n\n1. Do plastination models for neuroanatomy training (limbic system, basal ganglia, cerebellum, spinal cord) enhance test scores in neuroanatomy examinations?\n2. How do students perceive the educational value of these models?\n\nStudy Design:\n\nResearchers will compare two teaching methods:\n\n* Intervention group: Learns using plastination models for neuroanatomy training (limbic system, basal ganglia, cerebellum, spinal cord)\n* Control group: Learns using standard 2D atlases, power point and plastic models\n\nParticipants will:\n\n1. Complete a pre-intervention anatomy knowledge test\n2. Attend 4 weekly neuroanatomy sessions using their assigned method\n3. Take a post-intervention exam and satisfaction survey\n4. Participate in focus groups about their learning experience",[59,60,26],[87,88,89],"Medical education","Neuroanatomy","plastination model","2025-05-26",{"date":92,"type":38},"2025-05-28",{"date":94,"type":20},"2025-10-23",{"date":37,"type":20},{"name":73,"class":45}]