[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"education\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:education":29},{"pageToken":4,"total":5,"offset":6,"count":7,"results":8},null,32,0,25,[9,56,81,113,150,173,204,233,256,286,325,345,381,413,441,468,491,521,555,582,605,629,652,677,702],{"id":10,"slug":11,"hasResults":12,"nctId":13,"briefTitle":14,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":12,"sex":17,"minAge":4,"maxAge":18,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":23,"briefSummary":25,"conditions":26,"keywords":33,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":44,"lastUpdatePostDateStruct":45,"startDateStruct":48,"completionDateStruct":50,"leadSponsor":52,"locationsCount":55},"100638712","pulse---patient-understanding-and-learning-through-structured-education---effectiveness-and-implementation-of-patient-education-videos-in-a-new-pediatric-cardiology-clinic-a-stepped-wedge-cluster-randomized-trial-100638712",false,"NCT07594041","PULSE - Patient Understanding and Learning Through Structured Education - Effectiveness and Implementation of Patient Education Videos in a New Pediatric Cardiology Clinic: A Stepped Wedge Cluster Randomized Trial","PULSE","Inclusion Criteria:\n\nPediatric patients (ages 0-18 years) presenting for outpatient pediatric cardiology evaluation Caregiver present and able to complete surveys Referral reason matches available video topic (during intervention periods)\n\nExclusion Criteria:\n\nEmergency or urgent consultations Caregiver unable to read\u002Funderstand English or Spanish Patient\u002Ffamily opts out of study participation","ALL","18 Years",{"count":20,"type":21},300,"ESTIMATED","INTERVENTIONAL",[24],"NA","This study is looking at whether short educational videos shown during pediatric cardiology visits can help families better understand their child's condition while also making clinic visits run more efficiently. Families coming to a pediatric cardiology clinic may watch short videos related to why they are there (for example: chest pain, heart murmurs, fainting, sports clearance, or Kawasaki disease). The videos are meant to explain common heart-related conditions and answer questions before the doctor comes into the room.\n\nResearchers want to see if this:\n\n* helps parents and patients learn more,\n* improves satisfaction with the visit,\n* helps families feel more involved in decisions,\n* and reduces the amount of time doctors spend repeating the same explanations.\n\nHow the study works:\n\nOne clinic site in San Antonio, TX will start using the videos at different times. Researchers will compare clinic visits before and after the videos are introduced.\n\nWho is included:\n\nChildren being seen in pediatric cardiology clinics and their caregivers. Pregnant women referred for fetal heart evaluations may also be included.\n\nWhat information is collected:\n\nClinic timing information (such as wait times and doctor visit length), Satisfaction surveys, Optional knowledge questionnaires, Basic medical record information needed for the study.\n\nRisk level: The study is considered \"minimal risk.\" Patients are still getting normal medical care. No drugs, devices, or experimental treatments are being tested.\n\nPrivacy protections: Data will be stored on secure hospital systems. Researchers plan to remove identifying information when analyzing results. Medical record numbers are only temporarily used to connect survey data with clinic data.\n\nWhy the study matters:\n\nThe clinic hopes the videos can make visits less stressful, improve understanding for families, and help doctors spend more time on personalized care instead of repeating the same explanations over and over. It may also help clinics work more efficiently and reduce delays.",[27,28,29,30,31,32],"Cardiology","Pediatric Cardiac Surgery","Education","Patient Education","Shared Decision-making","Outpatient Clinics, Hospital",[34,35,36,37,38,39,40,41,42],"patient education","videos","outpatient","pediatric","cardiology","pediatric cardiology","shared decision making","outpatient clinic","implementation science","NOT_YET_RECRUITING","2026-05-12",{"date":46,"type":47},"2026-05-18","ACTUAL",{"date":49,"type":21},"2026-05",{"date":51,"type":21},"2027-12",{"name":53,"class":54},"Driscoll Children's Hospital","OTHER",1,{"id":57,"slug":58,"hasResults":12,"nctId":59,"briefTitle":60,"officialTitle":61,"acronym":62,"eligibilityCriteria":63,"healthyVolunteers":12,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":64,"targetDuration":4,"studyType":66,"phases":4,"briefSummary":67,"conditions":68,"keywords":4,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":72,"lastUpdatePostDateStruct":73,"startDateStruct":75,"completionDateStruct":77,"leadSponsor":79,"locationsCount":55},"100512333","long-term-evaluation-of-a-mobile-application-for-follow-up-of-cardiac-patients-cardio2u-study-100512333","NCT05951088","Long-term Evaluation of a Mobile Application for Follow-up of Cardiac Patients (Cardio2U Study)","Long-term Evaluation of a Mobile Application for Follow-up of Cardiac Patients","Cardio2U","Inclusion Criteria:\n\n1. Age ≥ 18 years,\n2. Patients in whom AF or atrial flutter is diagnosed with an electrocardiogram (12-lead, Holter monitor,…) and\u002For patients in whom HF is diagnosed in their medical records,\n3. Patients who are capable of signing the informed consent.\n\nExclusion Criteria:\n\n1. Not able to speak and read Dutch,\n2. Cognitive impaired (e.g. severe dementia),\n3. No smartphone or tablet available.",{"count":65,"type":21},200,"OBSERVATIONAL","This trial has to aim to evaluate an innovative, in-house developed mobile application supporting patients in their home environment by actively involving them in different aspects of their condition and treatment. The usability, long-term adherence and patient satisfaction will be studied in patients with atrial fibrillation (AF) and\u002For heart failure (HF).",[69,29,70],"Follow-up","Mobile Health","RECRUITING","2026-05-04",{"date":74,"type":47},"2026-05-08",{"date":76,"type":47},"2023-05-23",{"date":78,"type":21},"2026-05-30",{"name":80,"class":54},"University Hospital, Antwerp",{"id":82,"slug":83,"hasResults":12,"nctId":84,"briefTitle":85,"officialTitle":86,"acronym":87,"eligibilityCriteria":88,"healthyVolunteers":12,"sex":17,"minAge":18,"maxAge":89,"enrollmentInfo":90,"targetDuration":4,"studyType":66,"phases":4,"briefSummary":92,"conditions":93,"keywords":99,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":105,"lastUpdatePostDateStruct":106,"startDateStruct":108,"completionDateStruct":109,"leadSponsor":111,"locationsCount":55},"100637001","epidural-catheter-placement-techniques-by-anesthesia-residents-success-and-complications-100637001","NCT07573007","Epidural Catheter Placement Techniques by Anesthesia Residents: Success and Complications","Anesthesia Residents' Epidural Catheter Placement Techniques: A Prospective Observational Study on Success Rates and Complications","EPİ-TECH","Inclusion Criteria:\n\n* Age 18-80 years\n* ASA physical status I, II, or III\n* Scheduled for elective surgery requiring perioperative epidural analgesia or anesthesia (lumbar or thoracic approach)\n* Epidural catheter to be placed by a resident with ≥ 2 years of anesthesia training\n\nExclusion Criteria:\n\n* Spinal deformity (scoliosis, kyphosis, or prior spinal surgery at the target level)\n* Coagulopathy or anticoagulant therapy precluding neuraxial blockade\n* Active infection at the insertion site or systemic infection\n* Pre-existing neurological disease affecting the spinal cord or nerve roots\n* Emergency surgery\n* History of prior failed epidural catheterization\n* Patient refusal or inability to provide written informed consent\n* Local anatomical pathology precluding safe epidural access","80 Years",{"count":91,"type":21},440,"This prospective observational study aims to evaluate the impact of epidural catheter placement techniques - loss of resistance (LOR) and hanging drop (HD) - on first-attempt success rates and procedural complications among anesthesia residents. Residents with at least two years of training will perform epidural catheterization under supervision for patients scheduled for elective surgery requiring perioperative epidural analgesia. An independent observer will record procedural details, complications, and postoperative pain scores. The study will enroll 440 patients aged 18-80 with ASA I-III classification.",[94,95,29,96,97,98],"Epidural Anesthesia","Catheterisation","Postoperative Pain","Medical","Graduate Medical Education",[100,101,102,103,104],"epidural catheter","loss of resistance","hanging drop","procedural training","epidural space identification","2026-05-01",{"date":107,"type":47},"2026-05-07",{"date":105,"type":21},{"date":110,"type":21},"2027-06-01",{"name":112,"class":54},"Marmara University Pendik Training and Research Hospital",{"id":114,"slug":115,"hasResults":12,"nctId":116,"briefTitle":117,"officialTitle":117,"acronym":118,"eligibilityCriteria":119,"healthyVolunteers":120,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":121,"targetDuration":4,"studyType":22,"phases":123,"briefSummary":124,"conditions":125,"keywords":131,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":140,"lastUpdatePostDateStruct":141,"startDateStruct":143,"completionDateStruct":145,"leadSponsor":147,"locationsCount":149},"100585320","awarehiv-europe-supporting-healthcare-professionals-to-find-undiagnosed-hiv-in-european-hospitals-an-effectiveness-implementation-trial-100585320","NCT06900829","#AWARE.HIV Europe: Supporting Healthcare Professionals to Find Undiagnosed HIV in European Hospitals: An Effectiveness-implementation Trial.","#aware hiv","Since this study involves screening individuals presenting to a specific hospital through a hospital-wide intervention, the inclusion and exclusion criteria are established at the hospital level.\n\nInclusion Criteria:\n\n1. Standard of care: HIV testing for HIV indicator conditions should be part of routine care in the country, and any prevailing guidelines on HIV testing and prevention policies can be integrated.\n2. Management approval: Hospital management must be willing to allocate resources and provide authorization for the proposed activities, including Surveillance, Audit \\& Feedback, Education \\& Training, Linkage to Prevention, and fostering an Enabling Environment, including stigma reduction.\n3. Resources: Assembling an HIV team led by a local HIV expert should be viable considering the available human resources.\n4. Data collection: There should be an IT specialist and IT infrastructure capable of flagging a pre-defined set of HIV indicator conditions and monitoring the project's implementation effects with feedback loops to healthcare professionals.\n5. Quality assurance: Continuous linkage for care and access to antiretroviral therapy must be assured.\n6. Ethics and Regulatory Compliance: Provision for ethical and regulatory compliance is necessary.\n\nExclusion Criteria:\n\nAny hospital that does not meet the inclusion criteria will be excluded from participation. We will not use data of patients who have objected against the use of their data for research.",true,{"count":122,"type":21},5200,[24],"The #aware.hiv Europe study is a real-world, multicenter, stepped-wedge cluster randomized, effectiveness-implementation trial designed to evaluate whether the introduction of dedicated HIV teams in hospitals can improve HIV testing rates among patients presenting with HIV indicator conditions across ten European countries.\n\nStudy Design:\n\nThe study employs a stepped-wedge design, whereby clusters of hospitals transition sequentially from a control phase (routine care) to an intervention phase. All patient data are collected retrospectively from routine care, while prospective data are gathered at the healthcare professional level. The project spans four years and involves hospitals from the Netherlands, Belgium, United Kingdom, Germany, Spain, France, Italy, Romania, Poland, and Ukraine. This design allows for comparison of HIV testing rates and related outcomes before and after the implementation across different settings and time points.\n\nIntervention:\n\nThe core intervention involves the establishment of hospital-based HIV teams. Each team is led by an HIV specialist and supported by nurses and data collectors. Their responsibilities include:\n\nIdentification and Surveillance: Screening routine electronic health records for HIV indicator conditions using predefined ICD-10 codes and verifying cases that warrant HIV testing.\n\nAudit \\& Feedback: Providing targeted recommendations to treating physicians when an HIV test is indicated but has not been performed, thereby prompting action.\n\nEducation \\& Training: Delivering training sessions to healthcare professionals to improve their knowledge and attitudes towards HIV testing, prevention, and care.\n\nEnabling Environment: Implementing digital solutions and other support mechanisms to streamline testing processes, reduce stigma, and enhance overall guideline adherence.\n\nLinkage to prevention: Improving linkage to the locally available preventive services.\n\nThe intervention is intended to integrate seamlessly into routine hospital care, thereby reinforcing existing guidelines while addressing the current diagnostic testing gap.\n\nEndpoints and Outcome Measures:\n\nPrimary Endpoint:\n\nThe change in HIV testing rate among patients diagnosed with HIV indicator conditions before and after the implementation of HIV teams.\n\nKey Secondary Endpoints:\n\nThe change in the incidence of new HIV diagnoses among patients with HIV indicator conditions.\n\nVariations in HIV testing rates across different countries, medical specialties, and types of indicator conditions, as well as over time.\n\nAssessment of the cascade of HIV diagnosis, including the proportion of patients identified with an indicator condition, the offer and acceptance of HIV testing, and documented reasons for non-testing.\n\nEvaluation of the cascade of HIV care and prevention, including linkage to HIV care, achievement of viral suppression, and referral and uptake of preventive services.\n\nChanges in healthcare professionals' knowledge, attitudes, and levels of stigma towards HIV.\n\nImplementation outcomes such as fidelity of HIV team activities, resource utilization, cost-effectiveness, and sustainability of the intervention.\n\nAnalysis of contextual factors, barriers, and facilitators impacting the implementation process, using established frameworks like CFIR and RE-AIM.\n\nImpact:\n\nBy introducing HIV teams and systematically monitoring their effect on HIV testing practices, the study aims to enhance early HIV diagnosis and improve patient outcomes. The findings will contribute to evidence-based guidelines and may promote the adoption of similar interventions across European healthcare settings, ultimately reducing HIV-associated morbidity, mortality, and transmission rates.\n\nThis project not only addresses a critical diagnostic gap in HIV care but also provides valuable insights into the effective implementation of complex interventions in routine clinical practice.",[126,127,128,29,129,130],"HIV Infection","HIV","Stigma","Prevention of Infection With HIV-1","Electronic Health Records",[132,133,134,135,136,137,138,139],"hiv","stigma","linkage to care","linkage to prevention","electronic prompts","behavioural intervention","ICD-10 code based","audit and feedback","2026-03-11",{"date":142,"type":47},"2026-03-12",{"date":144,"type":47},"2025-10-01",{"date":146,"type":21},"2030-02-01",{"name":148,"class":54},"Casper Rokx",28,{"id":151,"slug":152,"hasResults":12,"nctId":153,"briefTitle":154,"officialTitle":155,"acronym":156,"eligibilityCriteria":157,"healthyVolunteers":120,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":158,"targetDuration":4,"studyType":66,"phases":4,"briefSummary":160,"conditions":161,"keywords":4,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":165,"lastUpdatePostDateStruct":166,"startDateStruct":168,"completionDateStruct":169,"leadSponsor":171,"locationsCount":4},"100627076","musicians-health-education-in-d-a-ch-100627076","NCT07443930","Musicians' Health Education in D-A-CH","Curricular Integration of Musicians' Health and Performing Arts Medicine in Professional Music Training: A Survey Study in the D-A-CH Region","MUSED-DACH","Inclusion Criteria:\n\n* Returned questionnaire\n\nExclusion Criteria:\n\n* Questionnaire not returned",{"count":159,"type":21},39,"Professional musicians are often exposed to significant physical and psychological strain. Long hours of playing, high muscle tension in the head and neck area, and performance-related stress can lead to problems such as musculoskeletal pain, jaw joint disorders, facial pain, and reduced oral health. Although these health issues are common, preventive strategies and structured health education are often insufficiently integrated into music training programs.\n\nThis study aims to assess how topics related to musicians' health and performing arts medicine are currently included in the curricula of music universities in Germany, Austria, and the German-speaking part of Switzerland (D-A-CH region).\n\nProfessors and lecturers responsible for musicians' health or curriculum planning at 39 music universities will be invited to complete a short questionnaire (approximately 10 minutes). The survey collects information about whether and how health-related topics are taught, including whether they are mandatory or elective, their duration, and the specific subjects covered.\n\nThis is a non-interventional survey study. No medical examinations or treatments will be performed. Participation consists solely of completing the questionnaire. The results will help identify gaps in health education for professional musicians and support the future development of preventive and educational programs.",[29,162,163,164],"Medicine","Dentistry","Orofacial Pain","2026-02-24",{"date":167,"type":47},"2026-03-02",{"date":49,"type":21},{"date":170,"type":21},"2026-08",{"name":172,"class":54},"University Medical Center Goettingen",{"id":174,"slug":175,"hasResults":12,"nctId":176,"briefTitle":177,"officialTitle":178,"acronym":4,"eligibilityCriteria":179,"healthyVolunteers":12,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":180,"targetDuration":4,"studyType":22,"phases":182,"briefSummary":183,"conditions":184,"keywords":190,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":196,"lastUpdatePostDateStruct":197,"startDateStruct":198,"completionDateStruct":200,"leadSponsor":202,"locationsCount":55},"100625910","online-watch-summarize-question-ask-method-in-falls-education-for-nursing-students-100625910","NCT07428772","Online Watch-Summarize-Question-Ask Method in Falls Education for Nursing Students","The Effect of the Online Watch-Summarize-Question-Ask Learning Method on Nursing Students' Knowledge, Skills, Attitudes, and Behaviors Regarding Patient Falls","Inclusion Criteria:\n\n* Volunteers from the 4th year students of the Nursing Faculty at İnönü University\n\nExclusion Criteria:\n\n* Graduates of high school, associate's degree, or bachelor's degree programs in a health-related field\n* Students who have enrolled in the 4th grade for the second time\n* Students who do not have the technical means to access the online education platform\n* Students who wish to withdraw from the research at any stage\n* Students who do not participate in the training sessions\n* Students who do not complete the data collection forms",{"count":181,"type":21},66,[24],"This randomized controlled study will evaluate the effectiveness of an online Watch-Summarize-Question-Ask (WSQA) learning method on nursing students' knowledge, skills, attitudes, and behaviors related to patient fall prevention and management. Sixty-six nursing students will be randomly assigned to intervention and control groups. Both groups will receive standard patient safety education, while the intervention group will additionally participate in an online, evidence-based fall prevention training program structured according to the WSQA method, including video-based learning, summarization, question generation, and interactive discussions. Outcomes will be assessed using validated instruments measuring fall management knowledge, self-efficacy, attitudes toward fall prevention, care planning performance, and student satisfaction. The study aims to determine the effectiveness of an innovative educational approach to improve fall prevention competencies and enhance the quality and safety of nursing care.",[29,185,186,187,188,189],"Online Learning","Fall Prevention","Fall, Accidental","Nursing Students","Patient Safety",[191,192,193,194,195],"online learning","patient falls","fall prevention","patient safety","nursing students","2026-02-17",{"date":165,"type":47},{"date":199,"type":21},"2026-02-27",{"date":201,"type":21},"2026-06-07",{"name":203,"class":54},"Inonu University",{"id":205,"slug":206,"hasResults":12,"nctId":207,"briefTitle":208,"officialTitle":208,"acronym":4,"eligibilityCriteria":209,"healthyVolunteers":120,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":210,"targetDuration":4,"studyType":22,"phases":212,"briefSummary":213,"conditions":214,"keywords":218,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":223,"lastUpdatePostDateStruct":224,"startDateStruct":226,"completionDateStruct":228,"leadSponsor":230,"locationsCount":55},"100623710","ai-generated-video-feedback-to-improve-technical-skills-in-coronary-artery-bypass-grafting-100623710","NCT07400172","AI-Generated Video Feedback to Improve Technical Skills in Coronary Artery Bypass Grafting","Inclusion Criteria:\n\n* Baseline AI-assessed technical performance ranked in the lower 50% within the scoring system in CAMERA study (NCT06739005)\n\nExclusion Criteria:\n\n* Unwilling to attend",{"count":211,"type":21},100,[24],"This study aims to evaluate whether targeted video feedback generated by an artificial intelligence (AI)-based surgical performance assessment model can support improvement in technical skills among cardiac surgeons performing coronary artery bypass grafting (CABG). This is a single-group, self-controlled, pre-post interventional study. Participating surgeons will submit a baseline CABG surgical video, which will be assessed by both an AI model and blinded human expert raters using standardized scoring criteria. Based on the AI assessment, surgeons will receive personalized video feedback highlighting operative steps associated with lower technical performance. After a one-month self-directed review period, a follow-up CABG surgical video will be submitted and evaluated using the same process. Changes in human-rated technical skill scores between baseline and follow-up will be used to assess the potential educational impact of AI-generated video feedback.",[215,216,29,217],"Cardiac","Surgery (Cardiac)","Artificial Intelligence (AI)",[219,220,221,222],"Coronary Artery Bypass Grafting","Surgical Education","Video-Based Feedback","Artificial Intelligence","2026-02-03",{"date":225,"type":47},"2026-02-10",{"date":227,"type":21},"2026-01-31",{"date":229,"type":21},"2026-04-30",{"name":231,"class":232},"China National Center for Cardiovascular Diseases","OTHER_GOV",{"id":234,"slug":235,"hasResults":12,"nctId":236,"briefTitle":237,"officialTitle":238,"acronym":4,"eligibilityCriteria":239,"healthyVolunteers":120,"sex":17,"minAge":18,"maxAge":240,"enrollmentInfo":241,"targetDuration":4,"studyType":22,"phases":243,"briefSummary":244,"conditions":245,"keywords":4,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":246,"lastUpdatePostDateStruct":247,"startDateStruct":249,"completionDateStruct":251,"leadSponsor":253,"locationsCount":255},"100621047","the-effectiveness-of-gamified-scenario-based-teaching-in-improving-nurses-awareness-and-confidence-in-clinical-emergency-care-100621047","NCT07365540","The Effectiveness of Gamified Scenario-based Teaching in Improving Nurses' Awareness and Confidence in Clinical Emergency Care","According to the WANFANG H Holistic Care Program - Clinical Training Group 113-WFHHCE-03 Program, Studies With a Start Date Before July 31, 2026, Are Eligible for the Relevant Criteria.。","Convenience sampling was adopted, and the inclusion criteria included: nurses with more than 3 months of experience working in general wards; the exclusion criteria included: nurses in pediatric-related wards (including neonatal observation rooms and pediatric intensive care units).","50 Years",{"count":242,"type":21},68,[24],"Research Objective: This study aims to explore the effectiveness of gamified situational teaching in improving nurses' awareness and confidence in clinical emergency response.",[29],"2026-01-16",{"date":248,"type":47},"2026-01-26",{"date":250,"type":21},"2026-01-01",{"date":252,"type":21},"2026-04",{"name":254,"class":54},"Taipei Medical University WanFang Hospital",3,{"id":257,"slug":258,"hasResults":12,"nctId":259,"briefTitle":260,"officialTitle":260,"acronym":261,"eligibilityCriteria":262,"healthyVolunteers":120,"sex":263,"minAge":4,"maxAge":4,"enrollmentInfo":264,"targetDuration":4,"studyType":22,"phases":266,"briefSummary":267,"conditions":268,"keywords":272,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":246,"lastUpdatePostDateStruct":278,"startDateStruct":280,"completionDateStruct":282,"leadSponsor":284,"locationsCount":55},"100619581","determining-the-effect-of-midwife-led-safe-infant-care-training-for-pregnant-women-on-awareness-of-sudden-infant-death-syndrome-and-home-accidents-100619581","NCT07346482","Determining the Effect of Midwife-Led Safe Infant Care Training for Pregnant Women on Awareness of Sudden Infant Death Syndrome and Home Accidents","Infant Care","Inclusion Criteria:\n\n* Volunteering to participate in the research\n* Being able to speak and understand Turkish\n* Being literate\n* Being a primiparous pregnant woman (due to the greater need for information) ≥36th week of pregnancy (because it is close to delivery and there is sufficient time to translate what they have learned into behavior)\n\nExclusion Criteria:\n\n* Diagnosed high-risk pregnancy\n* Diagnosed mental health condition\n* Having previously received training\u002Fcourse in safe infant care","FEMALE",{"count":265,"type":21},120,[24],"This project is a pioneering study in determining the impact of midwife-led safe infant care training for pregnant women on awareness of sudden infant death syndrome (SIDS) and home accidents. Raising awareness and improving women's knowledge about SIDS and home accidents is expected to help reduce preventable infant deaths. If the effectiveness of this training is proven, integrating it into prenatal care programs would be a significant step towards improving maternal and child health.",[269,261,270,29,271],"Infant Death","Midwifery","Accident at Home",[273,274,275,276,277],"infant","infant death","midwifery care","accident","education",{"date":279,"type":47},"2026-01-20",{"date":281,"type":21},"2026-02-16",{"date":283,"type":21},"2027-01-20",{"name":285,"class":54},"Cukurova University",{"id":287,"slug":288,"hasResults":12,"nctId":289,"briefTitle":290,"officialTitle":291,"acronym":4,"eligibilityCriteria":292,"healthyVolunteers":12,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":293,"targetDuration":4,"studyType":22,"phases":294,"briefSummary":295,"conditions":296,"keywords":302,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":317,"lastUpdatePostDateStruct":318,"startDateStruct":320,"completionDateStruct":321,"leadSponsor":323,"locationsCount":55},"100617419","effect-of-e-learning-training-on-national-institutes-of-health-stroke-scale-nihss-and-modified-rankin-scale-mrs-assessment-100617419","NCT07318376","Effect of E-learning Training on National Institutes of Health Stroke Scale (NIHSS) and Modified Rankin Scale (mRS) Assessment","Effect of E-learning Training on National Institutes of Health Stroke Scale (NIHSS) and Modified Rankin Scale (mRS) Assessment Performance: a Web-based Randomized Controlled Trial","Inclusion Criteria:\n\n* Holding a paramedic title (recognized in Switzerland)\n* Currently actively practicing in Switzerland\n* Fluent in French (all study material will be provided in French)\n\nExclusion Criteria:\n\n* Previously completed formal training on either the NIHSS or the mRS.",{"count":265,"type":21},[24],"The goal of this web-based randomized clinical trial is to evaluate whether an e-learning training program improves the accuracy of National Institutes of Health Stroke Scale (NIHSS) and modified Rankin Scale (mRS) assessments among practicing paramedics in French-speaking Switzerland who have not previously received formal training in these scales.\n\nThe main questions it aims to answer are:\n\n* Does e-learning training improve performance on a standardized NIHSS assessment quiz compared with no prior training?\n* Does e-learning training improve the accuracy of mRS assessment using case-based clinical vignettes compared with no prior training?\n\nResearchers will compare paramedics who complete the NIHSS and mRS e-learning modules before assessment (intervention group) with paramedics who complete the assessments without prior training (control group) to determine whether e-learning training leads to higher assessment performance scores.\n\nParticipants will:\n\n* Provide electronic informed consent via a secure web-based platform\n* Be randomly assigned to either the intervention group or the control group\n* Complete either the e-learning modules before assessment or the assessments before training, depending on group allocation\n* Complete an online NIHSS quiz and mRS case-based vignettes\n* Receive access to the NIHSS and mRS e-learning modules by the end of the study",[297,298,299,300,29,301],"Stroke Assessment","National Institutes of Health Stroke Scale","Modified Rankin Scale","Clinical Competence","Distance Learning-Online Learning",[303,304,305,306,307,308,309,310,311,312,313,314,315,316],"E-learning","Web-based training","Stroke assessment","National Institutes of Health Stroke Scale (NIHSS)","Modified Rankin Scale (mRS)","Paramedics","Emergency Medical Services","Prehospital care","Clinical competence","Educational intervention","Randomized controlled trial","Performance assessment","Distance education","Continuing professional education","2026-01-05",{"date":319,"type":47},"2026-01-07",{"date":252,"type":21},{"date":322,"type":21},"2026-07",{"name":324,"class":54},"Stuby Loric",{"id":326,"slug":327,"hasResults":12,"nctId":328,"briefTitle":329,"officialTitle":330,"acronym":4,"eligibilityCriteria":331,"healthyVolunteers":120,"sex":17,"minAge":18,"maxAge":332,"enrollmentInfo":333,"targetDuration":4,"studyType":66,"phases":4,"briefSummary":334,"conditions":335,"keywords":4,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":337,"lastUpdatePostDateStruct":338,"startDateStruct":340,"completionDateStruct":342,"leadSponsor":343,"locationsCount":55},"100578588","jigsaw-technique-and-stroke-patient-care-100578588","NCT06813248","Jigsaw Technique and Stroke Patient Care","Effect of Jigsaw Technique on Learning Knowledge About Stroke Patient Care in Nursing Students","Inclusion Criteria:\n\n* Those who were attending class at the time the research data were collected,\n* had not received any previous training in stroke patient care,\n* agreed to participate in the research\n\nExclusion Criteria:\n\n* Absenteeism from class","40 Years",{"count":211,"type":21},"In the literature, problem-based learning, case discussions and case scenarios, and simulation applications are used in stroke patient care nursing education. However, the use of the jigsaw technique is quite limited. Based on this information, it is anticipated that stroke patient care education provided with the Jigsaw technique can increase nursing students' cooperation and communication skills, allowing them to acquire more effective and comprehensive knowledge in clinical care.",[336,29],"Nursing","2025-12-29",{"date":339,"type":47},"2025-12-30",{"date":341,"type":47},"2024-12-15",{"date":250,"type":21},{"name":344,"class":54},"Bilecik Seyh Edebali Universitesi",{"id":346,"slug":347,"hasResults":12,"nctId":348,"briefTitle":349,"officialTitle":350,"acronym":351,"eligibilityCriteria":352,"healthyVolunteers":120,"sex":17,"minAge":353,"maxAge":354,"enrollmentInfo":355,"targetDuration":4,"studyType":66,"phases":4,"briefSummary":357,"conditions":358,"keywords":365,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":371,"lastUpdatePostDateStruct":372,"startDateStruct":374,"completionDateStruct":376,"leadSponsor":378,"locationsCount":380},"100578382","the-effect-of-mobile-devices-on-the-development-and-health-of-young-children-100578382","NCT06810570","The Effect of Mobile Devices on the Development and Health of Young Children","Understanding the Impact of Interactive Electronic Devices on Young Children's Development and Health: the iKids Study","iKids","Inclusion Criteria:\n\n* Children between 36 and 48 months old at the time of enrolment, who have received parent\u002Fcarer consent for participation and provided verbal assent\n\nExclusion Criteria:\n\n* Parents or child do not speak and\u002For understand English.\n* Child who is clinically diagnosed with a developmental disorder by a medical professional prior to either baseline or follow-up assessments.","36 Months","48 Months",{"count":356,"type":21},874,"Interactive electronic devices (IEDs) have become a common part of young children's lives, yet research on this topic remains limited. Most studies utilise cross-sectional designs and present inconsistent evidence regarding the benefits and harms of IED use. Some findings suggest that IEDs may negatively impact sleep quality, be linked to visual impairment, and lead to reduced and more negative interactions between parents and children. However, it might also have a positive effect in helping language learning in young children when IEDs are co-viewed with parents and improving literacy, mathematics and science skills.\n\nDue to this conflicting evidence, health guidelines for young children do not provide specific recommendations on using these devices, leading policymakers to request more information in this area. In conversation with parents and nursery practitioners, they told us they were confused about the benefits and hams of using these devices and wanted further guidance.\n\nThe primary aim of this study is to investigate the long-term association between IED use (duration and mode) and development outcomes in 3-to-5-year-old children. The researchers will also explore the longitudinal association between IED use (duration) and other outcomes, including BMI z-score, movement behaviour, motor skills, parent-child interaction and school readiness.\n\nChildren and their parents or caregivers from both low, mid and high-income areas in England will be invited to take part. Children can participate if they are between 3 and 4 years old when they join the study, have received consent from their parent or caregiver, and have provided verbal agreement to participate. However, children will not be eligible if their parents or caregivers do not speak or understand English or if the child has been diagnosed with a developmental disorder by a medical professional before the baseline or follow-up measurements.\n\nData collection will occur at the start of the study and one year later when children are 4 to 5 years old. Parents will be asked to download an app called EARS on the smartphone and\u002For tablet that the child uses. The app will measure how long they use the device (IED duration) and the specific apps accessed during device usage (IED mode).\n\nChild development will be assessed through the following measures: 1) working memory, including visual-spatial and phonological aspects; 2) ability to control, referred to as inhibition; 3) the ability to control and redirect attention, defined as shifting; 4) self-regulation; 5) social development; 6) numeracy skills; and 7) expressive vocabulary. Child development will be measured using the Early Years Toolbox app and recorded on an iPad.\n\nThe researchers will also measure a set of secondary outcomes, including 1) BMI z-score; 2) 24-hour movement behaviour (i.e. physical activity, sedentary behaviour and sleep); 3) motor development (i.e., gross motor skills and fine motor skills); 4) parent-child interaction; 5) school readiness.\n\nThe researchers will also measure other things that might influence IED use or emerging abilities, such as participants' demographics (i.e., sex, age, ethnicity and caregiver education), parenting styles, parents' smartphone addiction, the presence of screen viewing policy at the early year's settings.\n\nTo thank the early years settings for participating, each will receive £100 for every data collection session. Parents will receive a £30 high street e-voucher for each data collection session in which they participate. There are no risks of physical injury or harm involved in this study. All researchers entering the nursery will have been subject to an enhanced Disclosure and Barring Service (DBS) check and are permitted to engage in controlled activity. If the research team observes a significant developmental delay in the child while conducting the health and development measures, they will notify the nursery staff, who will then communicate this information to the parents. Parents may feel uncomfortable downloading the app (EARS) onto their electronic devices to track how long the device is being used and the type of apps in use. The app has been designed for research purposes and approved by Sheffield Hallam University Digital Technology Services. Participants will download the app through the official Apple or Google Stores, which offers additional security and convenience. Participants will be advised to delete the app after each data collection point.\n\nThe investigators will have regular group meetings throughout the project with parents, carers, nursery teachers and policymakers to gather ideas and opinions and share our findings. These discussions will help researchers improve the project.\n\nThe findings will help inform public health guidance on children's device usage. The researchers will share the knowledge gained from this study with all participants, write policy briefs and scientific papers, and present the findings at conferences.",[359,360,361,362,363,29,364],"Development and Health","Behavior and Behavior Mechanisms","Cognition","Physical Health","Parent-Child Relations","Technology Use",[366,367,368,369,370],"early years","mobile devices","cognitive development","socio emotional development","physical development","2025-12-12",{"date":373,"type":47},"2025-12-19",{"date":375,"type":47},"2025-01-13",{"date":377,"type":21},"2027-01-31",{"name":379,"class":54},"Sheffield Hallam University",2,{"id":382,"slug":383,"hasResults":12,"nctId":384,"briefTitle":385,"officialTitle":385,"acronym":4,"eligibilityCriteria":386,"healthyVolunteers":120,"sex":17,"minAge":18,"maxAge":332,"enrollmentInfo":387,"targetDuration":4,"studyType":22,"phases":388,"briefSummary":389,"conditions":390,"keywords":396,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":404,"lastUpdatePostDateStruct":405,"startDateStruct":407,"completionDateStruct":409,"leadSponsor":411,"locationsCount":4},"100613770","the-effect-of-a-gender-education-program-based-on-the-com-b-model-developed-for-newlywed-couples-and-home-monitoring-on-individuals-and-families-100613770","NCT07270913","The Effect of a Gender Education Program Based on the Com-B Model Developed for Newlywed Couples and Home Monitoring on Individuals and Families","Inclusion Criteria:\n\n* Married 1 month ago\n* The woman and her husband are literate in Turkish\n* Being a housewife\n* Growing up in Şanlıurfa and residing in the center\n* Authorizing participation.\n\nExclusion Criteria:\n\n* \\- Married for more than 1 month or single\n* Being a working woman\n* Not knowing Turkish\n* Not living in the center of Şanlıurfa\n* Currently participating in any other intervention program",{"count":65,"type":21},[24],"Introduction and Aims:\n\nThe family, recognized as the smallest and most powerful social unit that forms society, is an arena where gender roles, gender identities, and inequalities are reproduced and developed. The establishment, maintenance, and continuation of a healthy marriage is the source of healthy families and, naturally, healthy individuals. Therefore, research on newly married individuals is valuable as it sheds light on future generations. This research began with the question, \"How should effective gender education be designed to minimize gender inequality and the problems arising from it?\" This research presents a study protocol to evaluate the effectiveness of a gender education program based on the Capacity, Opportunity, and Motivation to Behave (COM-B) model. Furthermore, this study aims to take solid steps in the first stage of family formation through a one-year follow-up of newly married couples and thus create healthy and strong families.\n\nMethod:\n\nThis study will be conducted as a two-phase, prospective, single-center, two-group (1:1) parallel design, pre-test-post-test randomized controlled trial. The Capacity, Opportunity, and Motivation Behavior (COM-B) model is a theoretical framework consisting of six components to understand and support behavior change. In the first phase, a gender education program based on the COM-B model (COMBTC) will be developed, and in the second phase, the effectiveness of COMBTC will be evaluated with 100 newly married couples. The sample will consist of 100 couples who have been married for no more than one month and live in central Şanlıurfa, divided into intervention and control groups at a 1:1 ratio. Participants in the intervention group will undergo a 3-week, multi-component education program based on the COM-B model, while participants in the control group will receive routine general advice. Assessments will be conducted at baseline, after the education, and at 6-11 months. Research data will be collected using a personal information form, a healthy family scale, a marital role expectations scale, a marital problem-solving scale, and a family harmony scale. The data will be evaluated using descriptive statistical analyses and relevant tests.",[391,392,393,394,395,29],"Newly Married Couples","Gender Equality","COM_B Model","Home Monitoring Follow-up","Family Dynamics",[397,398,399,400,401,402,403],"Gender","COM-B Model","Behavior Change","Newly married couples","Family Health","Home monitoring","Family harmony","2025-11-26",{"date":406,"type":47},"2025-12-08",{"date":408,"type":21},"2026-01",{"date":410,"type":21},"2027-02",{"name":412,"class":54},"Selma Kahraman",{"id":414,"slug":415,"hasResults":12,"nctId":416,"briefTitle":417,"officialTitle":417,"acronym":4,"eligibilityCriteria":418,"healthyVolunteers":120,"sex":17,"minAge":419,"maxAge":420,"enrollmentInfo":421,"targetDuration":4,"studyType":22,"phases":423,"briefSummary":424,"conditions":425,"keywords":427,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":433,"lastUpdatePostDateStruct":434,"startDateStruct":436,"completionDateStruct":437,"leadSponsor":439,"locationsCount":55},"100605314","the-impact-of-elderly-simulation-experience-on-aging-knowledge-attitudes-empathy-communication-skills-and-learning-satisfaction-for-facility-care--workers-in-long-term-care-institutions--an-action-research-and-effectiveness-evaluation-100605314","NCT07160907","The Impact of Elderly Simulation Experience on Aging Knowledge, Attitudes, Empathy, Communication Skills and Learning Satisfaction for Facility Care- Workers in Long-term Care Institutions : An Action Research and Effectiveness Evaluation","Inclusion Criteria:\n\n* Participants must be care workers currently employed at residential long-term care institutions in Eastern Taiwan, aged between 20 and 70 years. They must have at least one month of work experience in their current role, be literate, capable of completing written questionnaires, able to communicate in Mandarin or Taiwanese, and willing to provide informed consent to participate in the study.\n\nExclusion Criteria:\n\n* Individuals will be excluded if they do not meet the above inclusion criteria, decline to participate or withdraw consent during the study, or are physically unable to safely engage in the aging simulation activity due to health or mobility limitations.","20 Years","70 Years",{"count":422,"type":21},162,[24],"This study aims to evaluate the effectiveness of an aging simulation experience course in enhancing the aging knowledge, care attitudes, empathy, communication skills, and learning satisfaction of care service personnel working in residential long-term care institutions.",[426,29],"Careworker",[428,429,430,431,432],"Ageing Knowledge","Attitude","Empathy","Communication Skills","Learning Satisfaction","2025-08-31",{"date":435,"type":47},"2025-09-08",{"date":144,"type":21},{"date":438,"type":21},"2025-12-31",{"name":440,"class":54},"Tzu Chi University",{"id":442,"slug":443,"hasResults":12,"nctId":444,"briefTitle":445,"officialTitle":445,"acronym":446,"eligibilityCriteria":447,"healthyVolunteers":12,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":448,"targetDuration":4,"studyType":66,"phases":4,"briefSummary":449,"conditions":450,"keywords":454,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":460,"lastUpdatePostDateStruct":461,"startDateStruct":463,"completionDateStruct":465,"leadSponsor":466,"locationsCount":4},"100601401","the-role-of-simulation-based-training-in-resident-curriculum-in-anaesthesia-and-intensive-care-100601401","NCT07110012","The Role of Simulation-based Training in Resident Curriculum in Anaesthesia and Intensive Care","STRAIC","Inclusion Criteria:\n\n* ESAIC NASC representatives.\n\nExclusion Criteria:\n\n* not ESAIC NASC representatives.",{"count":65,"type":21},"This observational study aims to describe the situation in Europe regarding simulation training during residency in Anaesthesia and Intensive Care. The main questions it aims to answer are:\n\nHow many countries in Europe have obligatory simulation training during residency? How frequent is this training? What and how is trained during simulations? How is the situation regarding funding and participation in working hours in simulation training? What are the obstacles for the countries that do not have obligatory training? Participants will fill out an electronic survey.",[451,29,452,453],"Simulation Training","Critical Care, Intensive Care","Anaesthesia",[455,456,457,277,458,459],"simulation training","intensive care","European survey","physicians","Anesthesia","2025-07-31",{"date":462,"type":47},"2025-08-07",{"date":464,"type":21},"2025-09-01",{"date":339,"type":21},{"name":467,"class":54},"Brno University Hospital",{"id":469,"slug":470,"hasResults":12,"nctId":471,"briefTitle":472,"officialTitle":473,"acronym":4,"eligibilityCriteria":474,"healthyVolunteers":12,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":475,"targetDuration":4,"studyType":22,"phases":477,"briefSummary":478,"conditions":479,"keywords":481,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":483,"lastUpdatePostDateStruct":484,"startDateStruct":486,"completionDateStruct":487,"leadSponsor":489,"locationsCount":55},"100600608","ahi-based-education-on-the-professional-values-of-nursing-students-100600608","NCT07099703","Ahi-Based Education on the Professional Values of Nursing Students","The Effect of Ahi-Based Education on the Professional Values of Nursing Students: An Experimental Study","Inclusion Criteria:\n\n* Be enrolled in the second year of a nursing bachelor's degree program,\n* Be willing to participate in the study,\n* Be able to actively participate in the training process (no health problems, active student),\n* Agree to attend 80% of the designated training sessions.\n\nExclusion Criteria:\n\n* Those who attend less than 80% of training sessions\n* Students who graduated or withdrew before data collection\n* Students with a psychiatric diagnosis or health issues that prevent communication.",{"count":476,"type":21},168,[24],"In current nursing education programs, professional values education mostly remains at a theoretical level; students' internalization of these values and reflection of them in their behavior is limited. Ahilik is a historical system based on ethical principles, professional responsibility, and a sense of service to society. The aim of this study is to experimentally evaluate the effect of Ahilik-based education on the professional values of nursing students.\n\nHypotheses H0: There is no significant difference between the professional values of nursing students who receive Ahilik education and those who do not.\n\nH1: The professional values of nursing students who receive Ahilik education are significantly different from those who do not.",[188,480,29],"Professional Values",[195,482],"professional values","2025-07-25",{"date":485,"type":47},"2025-08-01",{"date":483,"type":21},{"date":488,"type":21},"2026-06-15",{"name":490,"class":54},"Kirsehir Ahi Evran Universitesi",{"id":492,"slug":493,"hasResults":12,"nctId":494,"briefTitle":495,"officialTitle":496,"acronym":4,"eligibilityCriteria":497,"healthyVolunteers":120,"sex":263,"minAge":18,"maxAge":498,"enrollmentInfo":499,"targetDuration":4,"studyType":22,"phases":501,"briefSummary":502,"conditions":503,"keywords":508,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":512,"lastUpdatePostDateStruct":513,"startDateStruct":515,"completionDateStruct":517,"leadSponsor":519,"locationsCount":55},"100598516","childbirth-education-classes-spousal-support-birth-memory-choice-of-the-birth-method-and-birth-satisfaction-100598516","NCT07072507","Childbirth Education Classes, Spousal Support, Birth Memory, Choice of the Birth Method, and Birth Satisfaction","The Effect of Childbirth Preparation Classes on Spousal Support, Birth Preference, Birth Memory, and Birth Satisfaction","Inclusion Criteria:\n\n* Being able to speak and write Turkish\n* Nulliparous\n* Being in 30-32 weeks of pregnancy\n* Having a singleton pregnancy\n\nExclusion Criteria:\n\n* Having communication and psychological problems\n* Having multiple pregnancies\n* Being overweight and obese\n* Being divorced or having lost a spouse\n* Not attending more than one session of childbirth preparation classes with\u002Fwithout a spouse\n* Filling out incomplete forms","35 Years",{"count":500,"type":21},93,[24],"The research questions of this study are listed below.\n\n1. Is the mean spouse support score of pregnant women who attend childbirth preparation education with their spouses higher than that of women in the group with unique participation in childbirth preparation education and the control group who were left to usual care?\n2. Is the mean birth satisfaction scale score of pregnant women who attend childbirth preparation education with their spouses higher than that of women in the group with unique participation in childbirth preparation education and the control group who were left to usual care?\n3. Is the mean birth memory and recall scale score of pregnant women who attend childbirth preparation education with their spouses higher than that of women in the group with unique participation in childbirth preparation education and the control group who were left to usual care?\n4. Are the birth preferences of pregnant women who attend childbirth preparation education with their spouses significantly different from those of women in the group with unique participation in childbirth prep",[504,29,505,506,507],"Birth","Pregnancy","Birth Memory","Birth Satisfaction",[509,510,506,507,511],"Childbirth Education Classes","Partner Support","choice of the birth method","2025-07-16",{"date":514,"type":47},"2025-07-18",{"date":516,"type":47},"2025-06-28",{"date":518,"type":21},"2025-10-30",{"name":520,"class":54},"Aydin Adnan Menderes University",{"id":522,"slug":523,"hasResults":12,"nctId":524,"briefTitle":525,"officialTitle":526,"acronym":4,"eligibilityCriteria":527,"healthyVolunteers":120,"sex":17,"minAge":528,"maxAge":529,"enrollmentInfo":530,"targetDuration":4,"studyType":22,"phases":532,"briefSummary":533,"conditions":534,"keywords":541,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":547,"lastUpdatePostDateStruct":548,"startDateStruct":549,"completionDateStruct":551,"leadSponsor":553,"locationsCount":55},"100598556","how-digital-media-affects-kids-healthcare-experiences-and-outcomes-100598556","NCT07073027","How Digital Media Affects Kids' Healthcare Experiences and Outcomes","Evaluating the Impact of Digital Media on Patient-Reported Experience and Outcomes in Pediatrics","Inclusion Criteria:\n\n* Between the ages of 5 to 23\n* Able to follow instructions and communicate in English\n* Own or have access to a smartphone\n* Scheduled for an upcoming (approved) procedure.\n\nExclusion Criteria:\n\n* Under the age of 5 or older than 23\n* Vision, hearing, cognitive, and\u002For motor impairments\n* Cannot follow instructions and\u002For communicate in English\n* Do not own or have access to a smartphone.","5 Years","23 Years",{"count":531,"type":21},500,[24],"The goal of this clinical trial is to learn whether different forms of media (2D, 360, or 360 in virtual reality) have different impacts on pre-procedural anxiety and post-procedural pain in children. The main questions it aims to answer are:\n\nDoes one type (and richness) of media reduce pre-procedural anxiety and post-procedural pain more than another type of media? For example, will learning about an upcoming procedure by watching a 360 video in virtual reality reduce pre-procedural anxiety more than learning about the same upcoming procedure by watching it in a 2D video or 360 video?\n\nThe second question is whether watching a 360 video in VR about an upcoming procedure more effective in reducing pre-procedural anxiety and post-procedural pain compared to the 2D video or the 360 video without VR groups for specific procedures? For example, is watching an explanation of a procedure in VR always more effective in reducing pre-procedural anxiety and post-procedural pain, or is it procedure specific (i.e., watching a video about surgery preparation is more effective in VR, but for cast removal it doesn't matter whether participants learn about their procedure viewed through VR, 360 video, or 2D)?",[535,536,537,538,29,539,540],"Children","Adolescent","Anxiety","Pain","Exposure","Virtual Reality",[542,543,544,277,545,546],"pre-procedural anxiety","exposure therapy","virtual reality","children and adolescents","gamification","2025-07-09",{"date":514,"type":47},{"date":550,"type":21},"2025-07",{"date":552,"type":21},"2026-03",{"name":554,"class":54},"British Columbia Children's Hospital",{"id":556,"slug":557,"hasResults":12,"nctId":558,"briefTitle":559,"officialTitle":560,"acronym":4,"eligibilityCriteria":561,"healthyVolunteers":120,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":562,"targetDuration":4,"studyType":22,"phases":564,"briefSummary":565,"conditions":566,"keywords":569,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":573,"lastUpdatePostDateStruct":574,"startDateStruct":576,"completionDateStruct":578,"leadSponsor":580,"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":563,"type":21},76,[24],"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.",[29,567,568],"Education, Medical, Undergraduate","Education, Medical",[570,571,572],"medical education","3D model","eye movement","2025-06-19",{"date":575,"type":47},"2025-06-22",{"date":577,"type":21},"2025-06-15",{"date":579,"type":21},"2025-08-20",{"name":581,"class":54},"Isfahan University of Medical Sciences",{"id":583,"slug":584,"hasResults":12,"nctId":585,"briefTitle":586,"officialTitle":587,"acronym":4,"eligibilityCriteria":588,"healthyVolunteers":120,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":589,"targetDuration":4,"studyType":22,"phases":591,"briefSummary":592,"conditions":593,"keywords":594,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":598,"lastUpdatePostDateStruct":599,"startDateStruct":601,"completionDateStruct":603,"leadSponsor":604,"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":590,"type":21},60,[24],"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",[29,568,567],[595,596,597],"Medical education","Neuroanatomy","plastination model","2025-05-26",{"date":600,"type":47},"2025-05-28",{"date":602,"type":21},"2025-10-23",{"date":279,"type":21},{"name":581,"class":54},{"id":606,"slug":607,"hasResults":12,"nctId":608,"briefTitle":609,"officialTitle":610,"acronym":611,"eligibilityCriteria":612,"healthyVolunteers":120,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":613,"targetDuration":4,"studyType":22,"phases":615,"briefSummary":616,"conditions":617,"keywords":618,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":620,"lastUpdatePostDateStruct":621,"startDateStruct":623,"completionDateStruct":625,"leadSponsor":627,"locationsCount":4},"100590597","the-effect-of-patient-advocacy-training-on-advocacy-skills-ethical-sensitivity-and-patient-safety-culture-in-nurses-100590597","NCT06969482","The Effect of Patient Advocacy Training on Advocacy Skills, Ethical Sensitivity, and Patient Safety Culture in Nurses","The Effect of Patient Advocacy Training on Advocacy Skills, Ethical Sensitivity and Patient Safety Culture in Nurses: A Randomized Controlled Study","(RCT)","Inclusion Criteria: Employees who have no obstacles to participating in the training program Exclusion Criteria: Having worked in the hospital for at least six months",{"count":614,"type":21},70,[24],"In this study, the aim is to evaluate the effects of patient advocacy training provided to nurses on their advocacy skills, ethical sensitivity, and patient safety culture level.",[29],[619],"Patient Advocacy, Ethics, Patient Safety","2025-05-05",{"date":622,"type":47},"2025-05-13",{"date":624,"type":21},"2025-06-21",{"date":626,"type":21},"2025-09-19",{"name":628,"class":54},"Selcuk University",{"id":630,"slug":631,"hasResults":12,"nctId":632,"briefTitle":633,"officialTitle":633,"acronym":634,"eligibilityCriteria":635,"healthyVolunteers":120,"sex":17,"minAge":18,"maxAge":636,"enrollmentInfo":637,"targetDuration":4,"studyType":66,"phases":4,"briefSummary":638,"conditions":639,"keywords":641,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":645,"lastUpdatePostDateStruct":646,"startDateStruct":648,"completionDateStruct":650,"leadSponsor":651,"locationsCount":4},"100587669","expectations-and-experiences-with-virtual-reality-training-among-icu-physicians-and-nurses-100587669","NCT06931392","Expectations and Experiences With Virtual Reality Training Among ICU Physicians and Nurses","ExpertVR-ICU","Inclusion Criteria:\n\n* HCPs working in ICU.\n\nExclusion Criteria:\n\n* HCPs not working in ICU.","100 Years",{"count":65,"type":21},"The goal of this observational study is to describe the expectations and experiences with virtual reality in physicians and nurses working in the European ICUs. The main questions it aims to answer are:\n\nWhat emotions and worries does the expected training with virtual reality evoke? What are the potential factors causing negative emotions and fear from expected training? What is the institutional approach to the online training approach regarding participation in working hours and covering the costs? How does the experience of training using virtual reality spread among the population of ICU physicians and nurses? Participants will fill out an electronic survey.",[540,29,640],"Intensive Care Unit ICU",[544,277,642,643,457,458,644],"intensive care unit","training","nurses","2025-04-23",{"date":647,"type":47},"2025-04-25",{"date":649,"type":21},"2025-06-01",{"date":518,"type":21},{"name":467,"class":54},{"id":653,"slug":654,"hasResults":12,"nctId":655,"briefTitle":656,"officialTitle":656,"acronym":657,"eligibilityCriteria":658,"healthyVolunteers":12,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":659,"targetDuration":4,"studyType":22,"phases":661,"briefSummary":662,"conditions":663,"keywords":665,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":668,"lastUpdatePostDateStruct":669,"startDateStruct":671,"completionDateStruct":673,"leadSponsor":674,"locationsCount":676},"100376021","intensive-care-unit-resident-scheduling-trial-100376021","NCT04176094","Intensive Care Unit Resident Scheduling Trial","InCURS","Inclusion Criteria for ICUs:\n\n* Admit adult patients (≥18 years);\n* Are anticipated to have sufficient rotating residents from Royal College of Physicians and Surgeons of Canada -accredited training programs to provide overnight in-house coverage for at least 20 overnight periods in 28 days; and\n* Are willing to participate in the study (schedule randomization, measurements).\n\nInclusion Criteria for Patients:\n\n• Patients admitted to ICU during either period of the study.\n\nInclusion Criteria for Residents:\n\n* Are enrolled in an accredited specialty training program of the Royal College of Physicians and Surgeons of Canada (internal or emergency medicine, surgery, anaesthesia, other, but not critical care medicine),\n* Are able to perform overnight in-house duty with supervision from critical care trainees and intensivists, and\n* Have the first 4 weeks of their ICU rotation entirely in one period. Residents who have participated in the study previously will not complete the competency assessments, however will be eligible to participate in the wellbeing and description of learning activities.\n\nInclusion Criteria for Supervisors:\n\n• Are Physicians responsible for the supervision of residents and other trainees in the ICU, and include Critical Care Trainees and Staff Physicians.\n\nInclusion Criteria for ICU frontline staff:\n\n• Are Registered nurses, registered respiratory therapists, pharmacists, social workers, physiotherapists and occupational therapists, who provide care in the ICU.\n\nExclusion Criteria for ICUs:\n\n* ICUs with no rotating residents performing overnight in-house duty.\n* ICUs that are anticipating a major change in ICU staffing (e.g. in-house intensivist added or removed, in-house fellow added or removed) or\n* Are unwilling to have either resident schedule randomized, to provide study measurements or both.\n\nExclusion Criteria for Patients:\n\n• Patients will be excluded if they are in the ICU at the start of a study period.\n\nExclusion Criteria for Residents:\n\n* Residents enrolled in a critical care medicine accredited specialty training program,\n* Who are not able to perform overnight in-house duty,\n* Where the first 4 weeks of their ICU rotation are not in one period,\n* Where the length of their ICU rotation is less than 4 week.",{"count":660,"type":21},20,[24],"Many patients, doctors and others worry that tired doctors provide worse patient care, may not learn well and become burnt-out. In response to these concerns, some countries changed their laws to limit work-hours for doctors in training ('residents').\n\nIn Canada, most residents work six or seven 24-30h shifts each month. A recent Canadian report ordered by Health Canada said that making good decisions about resident work-hour rules was \"significantly limited by quality evidence, especially evidence directly attributable to the Canadian context.\" Creating this evidence is the main goal of this research.\n\nThe pilot study in 2 intensive care units(ICU) found that shorter shifts may be worse for patients, and for residents were more tiring than expected but improved wellbeing. Learning was not assessed. Previous studies on resident work-hours report similar findings: conflicting effects for patients, benefits for resident wellbeing, inconsistent and under-studied effects on learning. Overall, these results are not conclusive and confirm the need for a larger study.\n\nThe current study will provide high-quality Canadian evidence. The investigators will compare two common ICU schedules used in Canada: resident shifts of 16h and 24h. ICU patients are very sick, there is little margin for error: they need doctors who know them well and are thinking clearly.\n\nThe effects of each schedule on patients and residents will be measured. For patients, mortality rates and harm caused by care in ICU will be studied. For resident education, their learning about managing common illnesses in ICU, to do basic ICU procedures, and communicate with families will be studied. For resident wellbeing measures will include sleepiness, other fatigue symptoms, and burnout.\n\nInvestigators will study both resident and patient outcomes so that Canadians can understand trade-offs linked to changing schedules. With this knowledge, Canadians can expect safer care for today's patients and better-trained doctors for the patients of tomorrow.",[189,664,29],"Well-being",[666,667],"health service and systems research","population health","2025-04-08",{"date":670,"type":47},"2025-04-11",{"date":672,"type":47},"2019-11-18",{"date":51,"type":21},{"name":675,"class":54},"The Hospital for Sick Children",5,{"id":678,"slug":679,"hasResults":12,"nctId":680,"briefTitle":681,"officialTitle":682,"acronym":4,"eligibilityCriteria":683,"healthyVolunteers":120,"sex":17,"minAge":18,"maxAge":636,"enrollmentInfo":684,"targetDuration":4,"studyType":66,"phases":4,"briefSummary":685,"conditions":686,"keywords":688,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":694,"lastUpdatePostDateStruct":695,"startDateStruct":697,"completionDateStruct":699,"leadSponsor":700,"locationsCount":55},"100584002","the-application-of-artificial-intelligence-in-wrist-and-hand-joint-ultrasound-100584002","NCT06883669","The Application of Artificial Intelligence in Wrist and Hand Joint Ultrasound","Establishment of an Artificial Intelligence Recognition System for Wrist and Hand Joint Ultrasound Images\u002FVideos and Its Assistance to Untrained Sonographers","(1) Research Subjects-for AI system establishment\n\nInclusion Criteria:\n\n1. Healthy volunteers with good compliance\n2. No history of disease on peripheral nerve, muscle, or tendons;\n3. No early - stage RA or history of RA.\n\nExclusion Criteria:\n\n1\\. Amputees or those with limb disabilities.\n\nIndividuals with poor compliance.\n\n(2) Research Subjects-for AI system validation\n\nInclusion Criteria:\n\n1\\. Sonographers with at least 2 years of ultrasound scanning experience\n\nExclusion Criteria:\n\n1\\. Those who have performed musculoskeletal ultrasound scanning or received related training",{"count":531,"type":21},"1. To develop an AI system that can automatically identify standard sections and save images during wrist and hand joint ultrasound scans, while labeling key anatomical structures.\n2. To recruit sonographers untrained in musculoskeletal ultrasound, train them in wrist and hand joint scans, and compare their scanning speed and image quality when using and not using the AI system.",[29,687],"Joint Diseases",[689,690,570,691,692,693],"ultrasound","hand","artificial intelligence","deep learning","wrist","2025-03-31",{"date":696,"type":47},"2025-04-04",{"date":698,"type":47},"2021-01-01",{"date":649,"type":21},{"name":701,"class":54},"West China Hospital",{"id":703,"slug":704,"hasResults":12,"nctId":705,"briefTitle":706,"officialTitle":707,"acronym":4,"eligibilityCriteria":708,"healthyVolunteers":120,"sex":263,"minAge":4,"maxAge":4,"enrollmentInfo":709,"targetDuration":4,"studyType":22,"phases":711,"briefSummary":712,"conditions":713,"keywords":717,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":718,"lastUpdatePostDateStruct":719,"startDateStruct":721,"completionDateStruct":723,"leadSponsor":724,"locationsCount":4},"100584354","effectiveness-of-menstruation-education-to-secondary-school-students-100584354","NCT06888245","Effectiveness of Menstruation Education to Secondary School Students","Evaluation of the Effectiveness of Menstruation Education Given to Secondary School Students With and Without Animation","Inclusion Criteria:\n\n* Secondary school student\n* Open to communication and collaboration,\n* Female students who agreed to participate in the study and whose parents gave their consent were included in the study.\n\nExclusion Criteria:\n\n* Special education students from the research,\n* Female students who do not want to continue the research will be excluded.",{"count":710,"type":21},90,[24],"Supporting adolescents with education about the menstruation process is important in terms of managing the process physically and mentally healthy and gaining lifelong positive health behaviors. Various narrative techniques including visuals, slides and animations are utilized in menstruation education for adolescents. Within the scope of these narrative techniques, technological tools are frequently used for learning purposes in adolescence. In technology-supported education, training that includes visual materials such as animations and multimedia software is very important. Presentations supported by various visuals and texts can be effective in trainings on mentoring. Presentations can appeal to students' visual senses and attract their attention. Animation is one of the technology-based applications that are frequently used in the education of adolescents and support education. The presentation can be animated or non-animated.",[714,29,715,716],"Menstruation","Student","Animation",[714,715,29,716],"2025-03-15",{"date":720,"type":47},"2025-03-21",{"date":722,"type":21},"2025-04-01",{"date":485,"type":21},{"name":725,"class":54},"Ordu University"]