[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"educational-technology\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:educational-technology":29},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,51,81],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":33,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":39,"lastUpdatePostDateStruct":40,"startDateStruct":43,"completionDateStruct":45,"leadSponsor":47,"locationsCount":50},"100589169","flipped-classroom-vs-flip-jigsaw-in-theoretical-physiotherapy-education-100589169",false,"NCT06950918","Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education","The Role of Flipped Classroom and Flip-Jigsaw in Theoretical Physiotherapy Education: A Comparison of Knowledge, Motivation and Engagement","Inclusion Criteria:\n\n* To be between the ages of 18-25\n* Volunteering to participate in the study\n* Taking the course for the first time\n* Having access to the Internet\n* Compulsory course attendance\n\nExclusion Criteria:\n\n* Being a minor student\n* Not being the first undergraduate education\n* To have previously attended courses, seminars, webinars, etc. related to public health\n* Participation in other pedagogical studies during the same academic term.\n* Failure to complete ≥1 assessment (pre-test, post-test, or surveys).",true,"ALL","18 Years","25 Years",{"count":21,"type":22},86,"ESTIMATED","INTERVENTIONAL",[25],"NA","Study Summary:\n\nThis quasi-experimental pre-test-post-test study aims to compare the effects of Flipped Classroom (FC) and Flip-Jigsaw instructional models on theoretical knowledge acquisition, academic motivation, and class engagement among 86 third-year physiotherapy undergraduates enrolled in a theory-based public health course.\n\nPrimary Questions:\n\nHow does the hybrid Flip-Jigsaw model impact learning and motivation outcomes compared to FC alone?\n\nDo FC and Flip-Jigsaw differ in enhancing theoretical knowledge, motivation, and participation?\n\nComparison: Researchers will compare the FC group (pre-class videos + in-class discussions) with the Flip-Jigsaw group (video-based pre-learning + structured peer teaching) to evaluate differences in outcomes.\n\nParticipant Tasks:\n\nAttend lectures and complete pre-\u002Fpost-knowledge tests.\n\nEngage in practical sessions (FC: group discussions; Flip-Jigsaw: peer-led jigsaw activities).\n\nComplete motivation surveys and participation assessments.\n\nSignificance: Addresses the gap in understanding Flip-Jigsaw's efficacy in physiotherapy education, despite prior reports on FC and Jigsaw's individual benefits.",[28,29,30,31,32],"Physiotherapy and Rehabilitation","Educational Technology","Educational Interventions","Students","Undergraduate Health Professional Students",[34,35,36,37],"Flipped Clasroom","Flip-J","Learning Model","Physiotherapy education","RECRUITING","2026-03-25",{"date":41,"type":42},"2026-03-31","ACTUAL",{"date":44,"type":42},"2025-05-10",{"date":46,"type":22},"2026-07-10",{"name":48,"class":49},"Isparta University of Applied Sciences","OTHER",1,{"id":52,"slug":53,"hasResults":11,"nctId":54,"briefTitle":55,"officialTitle":56,"acronym":57,"eligibilityCriteria":58,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":59,"enrollmentInfo":60,"targetDuration":4,"studyType":23,"phases":62,"briefSummary":63,"conditions":64,"keywords":67,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":72,"lastUpdatePostDateStruct":73,"startDateStruct":75,"completionDateStruct":77,"leadSponsor":79,"locationsCount":50},"100607868","digital-gamification-vs-traditional-training-for-hip-replacement-instrument-table-setup-ornurse-100607868","NCT07194148","Digital Gamification vs. Traditional Training for Hip Replacement Instrument Table Setup (ORNurse)","Comparison of the Effectiveness of the Digital Gamification Training Method Developed for Total Hip Replacement Surgery Instrument Table Layout and the Traditional Training Method: A Randomized Controlled Trial","ORNurse","Inclusion Criteria:\n\nAged 18 years or older\n\nNursing students or perioperative nurses\n\nNo prior formal training in surgical instrument table setup for total hip arthroplasty\n\nWilling and able to participate in digital or traditional training sessions\n\nProvided informed consent\n\nExclusion Criteria:\n\nPrior experience with surgical instrument table setup in orthopedic surgeries\n\nVisual, cognitive, or motor impairments that limit ability to complete training tasks\n\nCurrently participating in another interventional education study\n\nRefusal to participate or withdraws consent","65 Years",{"count":61,"type":22},60,[25],"This randomized controlled trial aims to compare the effectiveness of a digital gamification-based training method and a traditional training method on instrument table layout skills in total hip replacement surgery. Nursing students will be randomly assigned to either a game-based learning group or a control group receiving conventional education. The primary outcome is the accuracy of surgical instrument placement. The study will be conducted at Bozok University in Turkey.",[65,66,29],"Surgical Education","Operating Room Nursing",[68,69,70,29],"Digital Gamification","Surgical Instrument Table","Nursing Education","NOT_YET_RECRUITING","2025-09-27",{"date":74,"type":42},"2025-10-02",{"date":76,"type":22},"2025-10-15",{"date":78,"type":22},"2026-01-15",{"name":80,"class":49},"DERYA ESENKAYA",{"id":82,"slug":83,"hasResults":11,"nctId":84,"briefTitle":85,"officialTitle":86,"acronym":4,"eligibilityCriteria":87,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":88,"targetDuration":4,"studyType":23,"phases":90,"briefSummary":91,"conditions":92,"keywords":4,"overallStatus":71,"whyStopped":4,"lastUpdateSubmitDate":97,"lastUpdatePostDateStruct":98,"startDateStruct":100,"completionDateStruct":102,"leadSponsor":104,"locationsCount":50},"100552385","integrated-learning-support-system-based-on-immersive-simulated-training-for-nursing-students-100552385","NCT06472401","Integrated Learning Support System Based on Immersive Simulated Training for Nursing Students","Integrated Learning Support System Based on Immersive Simulated Training for Nursing Students: Randomized Controlled Trial","Inclusion Criteria:\n\n* Be aged ≥ 18 years old;\n* Students enrolled in the last two years of the undergraduate nursing course;\n* Students who have self-declared internet access in their homes to complete the course's online modules.\n\nExclusion Criteria:\n\n* Students who have previous training and\u002For professional experience in the health area;\n* Students who do not complete at least 75% of the workload of the proposed course.",{"count":89,"type":22},95,[25],"This study aims to evaluate the effectiveness of an Integrated Learning Support System (ILSS) in preparing undergraduate nursing students for immersive simulated training in managing drug-induced nephrotoxicity. The study hypothesizes that the ILSS, which accommodates different learning styles, will be more effective in reducing stress and anxiety compared to the standard learning model (SLM). The research will involve a parallel randomized controlled trial with 96 students from two Brazilian institutions. The students will be divided into control and experimental groups, with the latter using the ILSS in addition to SLM during preparation. The study will assess outcomes such as knowledge acquisition, skill development, and stress reduction using various instruments, including the Lasater Clinical Judgment Rubric and DASS-21. The study's findings aim to validate the ILSS as a tool to enhance learning outcomes and reduce stress and anxiety, thereby promoting better professional development and patient safety in nursing practice.",[93,94,29,95,96],"Simulation Training","Learning","Nephrotoxicity","Physiological Stress","2024-07-29",{"date":99,"type":42},"2024-07-31",{"date":101,"type":22},"2024-08-01",{"date":103,"type":22},"2025-12",{"name":105,"class":49},"University of Brasilia"]