[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"education-medical\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:education-medical":32},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,6,0,[8,48,76,97,124,148],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":20,"enrollmentInfo":21,"targetDuration":4,"studyType":24,"phases":25,"briefSummary":27,"conditions":28,"keywords":4,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":36,"lastUpdatePostDateStruct":37,"startDateStruct":40,"completionDateStruct":42,"leadSponsor":44,"locationsCount":47},"100625823","effect-of-visual-deprivation-of-the-team-leader-on-team-performance-during-simulated-medical-emergencies-100625823",false,"NCT07427641","Effect of Visual Deprivation of the Team Leader on Team Performance During Simulated Medical Emergencies","LEADE ME: Effect of Visual Deprivation of the Team Leader on Team Performance During Simulated Medical Emergencies - A Multicenter Randomized Controlled Study","LEAD ME","The teams participating in the simulation sessions are composed as follows:\n\n* A senior doctor identified as the \"medical leader\"\n* An anaesthesia and intensive care intern\n* A state-registered nurse anaesthetist\n\nInclusion Criteria:\n\n1. Participants with at least two years' experience in the specialty.\n\n   a. For interns, an additional requirement is that they must have completed a semester in intensive care.\n2. Recruited via simulation trainers at their respective hospitals or university hospitals.\n\nExclusion Criteria:\n\n* The study cannot be carried out during a safety rest period (i.e. the day after being on call).",true,"ALL","25 Years","65 Years",{"count":22,"type":23},54,"ESTIMATED","INTERVENTIONAL",[26],"NA","This multicenter randomized controlled study aims to evaluate the impact of temporary visual deprivation of the medical team leader on non-technical skills and team performance during high-fidelity simulated medical emergencies. The intervention is based on principles of crisis resource management and cognitive load theory. Team performance will be assessed using validated scoring tools immediately after the intervention and at three months follow-up.",[29,30,31,32,33,34],"High Fidelity Simulation Training","Randomized Controlled Trials","Education, Medical, Continuing","Education, Medical","Teaching Innovation","Competency Based Education","RECRUITING","2026-03-30",{"date":38,"type":39},"2026-03-31","ACTUAL",{"date":41,"type":39},"2026-02-02",{"date":43,"type":23},"2027-04",{"name":45,"class":46},"Rennes University Hospital","OTHER",1,{"id":49,"slug":50,"hasResults":11,"nctId":51,"briefTitle":52,"officialTitle":53,"acronym":4,"eligibilityCriteria":54,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":55,"targetDuration":4,"studyType":24,"phases":57,"briefSummary":58,"conditions":59,"keywords":62,"overallStatus":66,"whyStopped":4,"lastUpdateSubmitDate":67,"lastUpdatePostDateStruct":68,"startDateStruct":70,"completionDateStruct":72,"leadSponsor":74,"locationsCount":4},"100620768","ra-anatomy---vrvst-study-100620768","NCT07361913","RA Anatomy - VRvST Study","A Multicentre, Randomised Cross-over Equivalence Trial Investigating Knowledge of Anatomy Following Virtual Reality or Standard Teaching in Novice Anaesthetists","Inclusion Criteria:\n\n* Anaesthetists that are residents in a recognised Royal College of Anaesthetists (RCoA) training program\n* Anaesthetic training grades (Stage 1 - 3).\n\nExclusion Criteria:\n\n* Visual impairment (this does not include wearing glasses\u002Fcontact lenses)\n* History of severe diseases affecting physical motion or balance\n* History of any drugs that may affect physical motion or balance within 12 hours of the intervention\n* Pregnancy\n* Individuals who had consumed alcohol within 24 h of the intervention.\n* Resident doctors not in a recognised RCOA training program e.g. Staff grade anaesthetists",{"count":56,"type":23},102,[26],"Primary Objective: Score out of 44 on a validated test of anatomy and sono-anatomy\n\nSecondary Objective:\n\nBefore training\n\n* Handedness (Edinburgh Handedness Inventory)\n* Subjective sleepiness (Karolinska scale)\n* Motor reaction time (Psychomotor Vigilance test)\n* Attention control (Anti-Saccade test)\n* Mental rotation (Mental Rotation Task)\n* Depression Anxiety, Stress (DASS score)\n* Visual Search Task (Divided Attention)\n* Knowledge pretraining\n\nAfter training and testing\n\n* Knowledge after training session\n* Acceptability: Client Satisfaction Questionnaire (CSQ-8)\n* Usability: CyberSickness in Virtual Reality Questionnaire (CSQ-VR)\n* Immersion: Witmer and Singer Presence Questionnaire\n* Subjective workload (NASA - TLX scale)\n* Cognitive Demand Battery (CBD)\n* Resource use: Calculation of cost differences between learning Modalities\n\nStudy population: Resident anaesthetists\n\nRecruitment Target: 102\n\nMethodology:\n\nThis is a non-clinical randomised controlled trial of resident anaesthetists undergoing training in regional anaesthesia. Residents will be randomised to one of two groups for each training session day:\n\n* Standard anatomical training (Group A)\n* Virtual reality based anatomical training. (Group B) Then followed by another training day session and participants will enter either standard or VR teaching depending on the previous allocation:\n* Standard anatomical training (Group B)\n* Virtual reality based anatomical training. (Group A)\n\nAnatomical knowledge will be tested in both groups using an on-line questionnaire developed by the Chief Investigator.\n\nEligibility criteria: Inclusion criteria:\n\n1. Anaesthetists that are residents in a recognised Royal College of Anaesthetists (RCoA) training program\n2. Anaesthetic training grades (Stage 1 - 3).\n\nExclusion criteria:\n\n1. Visual impairment (this does not include wearing glasses\u002Fcontact lenses)\n2. History of severe diseases affecting physical motion or balance\n3. History of any drugs that may affect physical motion or balance within 12 hours of the intervention\n4. Pregnancy\n5. Individuals who had consumed alcohol within 24 h of the intervention.\n6. Resident doctors not in a recognised RCOA training program e.g. Staff grade anaesthetists.\n\nStudy treatment:\n\nStandard teaching - control Virtual reality teaching - intervention",[60,61,32],"Virtual Reality Simulation","Virtual Reality",[63,64,65],"Virtual reality","sonoanatomy","regional anaesthesia","NOT_YET_RECRUITING","2026-01-15",{"date":69,"type":39},"2026-01-23",{"date":71,"type":23},"2026-01-01",{"date":73,"type":23},"2027-01-31",{"name":75,"class":46},"Royal National Orthopaedic Hospital NHS Trust",{"id":77,"slug":78,"hasResults":11,"nctId":79,"briefTitle":80,"officialTitle":81,"acronym":82,"eligibilityCriteria":83,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":84,"targetDuration":4,"studyType":24,"phases":85,"briefSummary":86,"conditions":87,"keywords":4,"overallStatus":35,"whyStopped":4,"lastUpdateSubmitDate":88,"lastUpdatePostDateStruct":89,"startDateStruct":91,"completionDateStruct":93,"leadSponsor":95,"locationsCount":47},"100502062","implementation-of-anal-cancer-screening-and-treatment-in-nigeria-100502062","NCT05817370","Implementation of Anal Cancer Screening and Treatment in Nigeria","Integrated Model for the Prevention of Anal Cancer Using Screen and Treat for High-grade Intraepithelial Lesions (IMPACT)","IMPACT","Inclusion Criteria:\n\n1. Possess a medical degree in medical sciences (MBBS or equivalent)\n2. At least 2-5 years of experience working with clinical HIV\u002FAIDS community\n3. Must be registered with the medical and dental council of Nigeria\n4. Possess a current medical practicing license\n5. Willing to work with the Sexual Gender Minority Community\n\nExclusion Criteria:",{"count":47,"type":23},[26],"The study is a feasibility pilot trial testing 2 types of training protocols on a single physician. The first training protocol is the current standard and was developed in high-income settings. The second training protocol will be developed so tailored to the Nigerian setting. Investigators will test if the physician performs differently in their ability to conduct anal cancer screening and treatment between the 2 training protocols.",[32],"2025-06-21",{"date":90,"type":39},"2025-06-26",{"date":92,"type":39},"2023-05-02",{"date":94,"type":23},"2027-08-31",{"name":96,"class":46},"University of Maryland, Baltimore",{"id":98,"slug":99,"hasResults":11,"nctId":100,"briefTitle":101,"officialTitle":102,"acronym":4,"eligibilityCriteria":103,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":104,"targetDuration":4,"studyType":24,"phases":106,"briefSummary":107,"conditions":108,"keywords":111,"overallStatus":66,"whyStopped":4,"lastUpdateSubmitDate":115,"lastUpdatePostDateStruct":116,"startDateStruct":118,"completionDateStruct":120,"leadSponsor":122,"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":105,"type":23},76,[26],"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.",[109,110,32],"Education","Education, Medical, Undergraduate",[112,113,114],"medical education","3D model","eye movement","2025-06-19",{"date":117,"type":39},"2025-06-22",{"date":119,"type":23},"2025-06-15",{"date":121,"type":23},"2025-08-20",{"name":123,"class":46},"Isfahan University of Medical Sciences",{"id":125,"slug":126,"hasResults":11,"nctId":127,"briefTitle":128,"officialTitle":129,"acronym":4,"eligibilityCriteria":130,"healthyVolunteers":17,"sex":18,"minAge":4,"maxAge":4,"enrollmentInfo":131,"targetDuration":4,"studyType":24,"phases":133,"briefSummary":134,"conditions":135,"keywords":136,"overallStatus":66,"whyStopped":4,"lastUpdateSubmitDate":140,"lastUpdatePostDateStruct":141,"startDateStruct":143,"completionDateStruct":145,"leadSponsor":147,"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":132,"type":23},60,[26],"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",[109,32,110],[137,138,139],"Medical education","Neuroanatomy","plastination model","2025-05-26",{"date":142,"type":39},"2025-05-28",{"date":144,"type":23},"2025-10-23",{"date":146,"type":23},"2026-01-20",{"name":123,"class":46},{"id":149,"slug":150,"hasResults":11,"nctId":151,"briefTitle":152,"officialTitle":153,"acronym":154,"eligibilityCriteria":155,"healthyVolunteers":11,"sex":18,"minAge":4,"maxAge":156,"enrollmentInfo":157,"targetDuration":4,"studyType":24,"phases":159,"briefSummary":160,"conditions":161,"keywords":167,"overallStatus":66,"whyStopped":4,"lastUpdateSubmitDate":171,"lastUpdatePostDateStruct":172,"startDateStruct":174,"completionDateStruct":176,"leadSponsor":178,"locationsCount":47},"100585164","an-educational-intervention-to-improve-the-success-of-intubation-in-newborns-using-a-video-laryngoscope-by-reducing-the-time-the-procedure-takes-100585164","NCT06898801","An Educational Intervention to Improve the Success of Intubation in Newborns Using a Video Laryngoscope by Reducing the Time the Procedure Takes.","Neonatal INtubation After \"Just-in-time\" Audiovisual Training: a Randomised Controlled Trial","NINJA","Inclusion Criteria:\n\nNeonates of any age or gestation who require endotracheal intubation in the Neonatal Intensive Care Unit in the National Maternity Hospital during the study period.\n\nExclusion Criteria:\n\n* Neonates with an upper airway malformation.\n* If it is deemed by the treating clinical team that the clinical scenario does not allow time for the intervention e.g. cardiac arrest","1 Year",{"count":158,"type":23},140,[26],"This research focuses on one of the most common problems in newborn medicine: breathing difficulties. Breathing problems are the most common reason for admission to our neonatal unit at the National Maternity Hospital. When a baby has serious breathing difficulty, inserting a breathing tube to place them on a ventilator can be lifesaving. A breathing tube must be placed through the vocal cords into the windpipe (trachea). A device called a laryngoscope is placed in a patients mouth to allow the doctor to see the vocal cords and insert the tube correctly.\n\nThe skill of placing this breathing tube (intubation) is important for doctors and specialists to learn so that they can confidently perform it in an emergency.\n\nIn the past, doctors had more opportunities during their training to learn and practice this with supervision from seniors. In recent years, babies, thankfully, need to be intubated less frequently and doctors working hours are better regulated. As a result, junior doctors have less chances to perform this skill. There is a need to improve how we teach the procedure of intubating babies to doctors in training to meet the needs of trainees today.\n\nThe investigators want to perform a study to help teach doctors in training how to perform intubation of a newborn using a video laryngoscope. The team are looking to assess if showing a short educational video to the doctor and team just before performing an intubation using a video laryngoscope will reduce the time the procedure takes. This is called a \"Just-in-Time\" video. The investigators aim to demonstrate a benefit by performing a randomised control trial. This means that when a baby requires intubation as decided by their treating doctors, the team will be randomly allocated to view a \"Just-in-Time\" video before performing the intubation or not. The investigators will then compare the two groups to see if there is a difference in the total time the procedure takes.",[162,163,164,165,166,32],"Respiratory Distress Syndrome, Newborn","Endotracheal Intubation","Neonatal Intubation Performance","Prematurity","Neonate",[168,169,170],"Just-in-Time","Neonatal intubation","Teaching","2025-03-20",{"date":173,"type":39},"2025-03-27",{"date":175,"type":23},"2025-03",{"date":177,"type":23},"2027-05",{"name":179,"class":46},"University College Dublin"]