[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"students\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:students":31},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,8,0,[8,51,80,107,135,167,195,223],{"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":4,"eligibilityCriteria":57,"healthyVolunteers":16,"sex":17,"minAge":58,"maxAge":59,"enrollmentInfo":60,"targetDuration":4,"studyType":23,"phases":62,"briefSummary":63,"conditions":64,"keywords":67,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":72,"lastUpdatePostDateStruct":73,"startDateStruct":74,"completionDateStruct":76,"leadSponsor":78,"locationsCount":50},"100568481","workshops-based-on-protection-motivation-theory-and-climate-change-100568481","NCT06681792","Workshops Based on Protection Motivation Theory and Climate Change","The Effect of Climate Change Workshops Based on Protection Motivation Theory on Middle School Students' Climate Change Awareness, Environmental Awareness, and Eco-Friendly Behaviors: A Randomized Controlled Trial","Inclusion Criteria:\n\n* Being 12-13 years old and attend the school where the study is being conducted,\n* Voluntarily agree to take part in the research,\n* Consent from the student's family to participate in the study,\n\nExclusion Criteria:\n\n\\* If the pupil has an allergy to plants or grass.","12 Years","13 Years",{"count":61,"type":22},66,[25],"\"This study aims to evaluate the impact of climate change workshops grounded in Protection Motivation Theory (PMT) on students' climate change awareness, environmental consciousness, and pro-environmental behaviors. The primary objective is to foster awareness, environmental literacy, and sustainable behavioral shifts among middle school students, thereby empowering them to adopt eco-friendly practices to mitigate the effects of climate change.\n\nNote on Protocol Revision: Due to cognitive suitability concerns identified during the pilot phase, the target population was shifted from primary to middle school students following expert consultation. This shift necessitated modifications to certain assessment instruments. These revisions have been approved by the ethics committee, and a new ethics approval number has been issued (Date of first protocol entry: July,2024).",[65,66,31],"Health Behavior","Climate Change",[68,69,66,70,71],"Protection Motivation Theory","Primary School Students","Awareness","Eco-friendly behavior","2026-03-20",{"date":39,"type":42},{"date":75,"type":42},"2026-02-18",{"date":77,"type":22},"2026-07",{"name":79,"class":49},"Selcuk University",{"id":81,"slug":82,"hasResults":11,"nctId":83,"briefTitle":84,"officialTitle":85,"acronym":4,"eligibilityCriteria":86,"healthyVolunteers":16,"sex":17,"minAge":87,"maxAge":88,"enrollmentInfo":89,"targetDuration":4,"studyType":23,"phases":91,"briefSummary":92,"conditions":93,"keywords":94,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":98,"lastUpdatePostDateStruct":99,"startDateStruct":101,"completionDateStruct":103,"leadSponsor":105,"locationsCount":50},"100627872","digital-occupational-balance-and-addiction-in-university-students-100627872","NCT07454278","Digital Occupational Balance and Addiction in University Students","Establishing Occupational Balance in the Digital World: An Analysis of Digital Addiction Through an Educational Intervention for University Students","Inclusion Criteria:\n\nVoluntary participation in the study\n\nBeing between 18 and 24 years of age\n\nCurrently enrolled as a university student\n\nAbility to read and understand Turkish\n\nExclusion Criteria:\n\nDiagnosis of specific learning disability\n\nDiagnosis of attention-deficit\u002Fhyperactivity disorder (ADHD)\n\nBeing employed in addition to being a student","17 Years","24 Years",{"count":90,"type":22},50,[25],"Young people, who constitute approximately 1.7 billion of the global population, are significantly affected by screen exposure, cyberbullying, and various digital challenges. These issues alter young individuals' participation in daily life activities, increase levels of digital addiction, and disrupt occupational balance, leading to negative consequences for social and personal well-being. The deterioration of occupational balance may adversely affect youths' overall well-being, highlighting the need for occupational therapists to develop preventive and protective interventions for this population.\n\nThe proposed research is grounded in potential occupational therapy interventions targeting young people in Türkiye. Previous studies have demonstrated that technological advancements play a determining role in young individuals' daily lives. Considering that this situation may also influence academic performance, the present study has been designed to examine the effects of digital addiction on occupational competence and occupational balance among university students. The study will employ a Sociodemographic Information Form, the Digital Addiction Scale, the Occupational Self-Assessment, and the Activity-Role Balance Questionnaire. Following these assessments, participants will receive a structured educational intervention delivered by an expert instructor, focusing on the appropriate, safe, and meaningful use of technology. The effectiveness of the training will also be evaluated.\n\nThe target population of the study consists of individuals currently enrolled in higher education. The research will be conducted with students from Istanbul Gelisim University, located in the Avcılar district of Istanbul. The findings of this project are expected to provide occupational therapy students and practicing occupational therapists with an updated perspective on healthy technology use. In this context, practicing occupational therapists will contribute to the scientific development of the country.",[31],[95,96,97],"Occupational balance","digital addiction","occupational competence","2026-03-02",{"date":100,"type":42},"2026-03-06",{"date":102,"type":42},"2026-02-01",{"date":104,"type":22},"2026-08-01",{"name":106,"class":49},"Medipol University",{"id":108,"slug":109,"hasResults":11,"nctId":110,"briefTitle":111,"officialTitle":111,"acronym":4,"eligibilityCriteria":112,"healthyVolunteers":11,"sex":17,"minAge":4,"maxAge":4,"enrollmentInfo":113,"targetDuration":4,"studyType":23,"phases":115,"briefSummary":116,"conditions":117,"keywords":122,"overallStatus":125,"whyStopped":4,"lastUpdateSubmitDate":126,"lastUpdatePostDateStruct":127,"startDateStruct":129,"completionDateStruct":131,"leadSponsor":133,"locationsCount":4},"100605095","the-effects-of-breathing-exercises-on-exam-anxiety-attention-deficit-and-academic-achievement-in-students-preparing-for-university-entrance-exams-100605095","NCT07158060","The Effects of Breathing Exercises on Exam Anxiety, Attention Deficit, and Academic Achievement in Students Preparing for University Entrance Exams","Inclusion Criteria:\n\n* 12th grade students\n* Obtaining consent from both parents and students\n* No language, hearing, intellectual, or psychological disabilities\n* Able to speak and understand Turkish\n* Planning to take the university entrance exam\n* Voluntary participation in the study\n* Selecting two high schools with similar entrance scores for the study\n* Students with high scores on the Westside Test Anxiety Scale\n\nExclusion Criteria:\n\n* Presence of any chronic disease\n* Presence of any heart disease\n* Currently using any psychiatric medication",{"count":114,"type":22},60,[25],"This study investigates the effects of breathing exercises on exam anxiety, attention, and academic achievement in students preparing for university entrance exams. University entrance exams are significant milestones in students' educational and career paths, often causing high levels of stress and anxiety. These psychological pressures can negatively impact learning, focus, and overall academic performance.\n\nThe study will involve students who volunteer to participate and meet the inclusion criteria. Participants will be guided through structured breathing exercises designed to reduce stress and enhance concentration. The program will be conducted over several sessions, during which students will practice specific breathing techniques under supervision.\n\nPrimary outcomes of the study include the assessment of changes in exam anxiety levels, attention, and academic performance. Secondary outcomes may include students' self-reported stress management skills and overall well-being. Data will be collected using validated questionnaires, attention tests, and academic performance records.\n\nThe purpose of this research is to determine whether regular practice of targeted breathing exercises can provide practical benefits for students, helping them manage anxiety, improve focus, and achieve better academic outcomes. Findings from this study may also offer guidance for educators, parents, and healthcare providers on effective, low-cost interventions to support students during high-pressure academic periods.\n\nParticipants are encouraged to follow instructions carefully and attend all sessions to gain the full benefit of the intervention. Participation is voluntary, and students can withdraw at any time without any negative consequences. Confidentiality of all collected data will be strictly maintained.\n\nBy contributing to this research, participants will help advance understanding of non-pharmacological methods to improve student mental health and academic performance, potentially shaping future educational and stress-management programs.",[118,119,120,121,31],"Academic Acheivement","Attention","Exam Anxiety","Breathing Exercises",[121,120,119,123,31,124],"Academic Achievement","High School Seniors","NOT_YET_RECRUITING","2025-09-05",{"date":128,"type":42},"2025-09-11",{"date":130,"type":22},"2025-11-01",{"date":132,"type":22},"2026-09",{"name":134,"class":49},"Istanbul University - Cerrahpasa",{"id":136,"slug":137,"hasResults":11,"nctId":138,"briefTitle":139,"officialTitle":139,"acronym":140,"eligibilityCriteria":141,"healthyVolunteers":16,"sex":17,"minAge":59,"maxAge":87,"enrollmentInfo":142,"targetDuration":4,"studyType":144,"phases":4,"briefSummary":145,"conditions":146,"keywords":150,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":158,"lastUpdatePostDateStruct":159,"startDateStruct":161,"completionDateStruct":163,"leadSponsor":165,"locationsCount":50},"100552309","evaluation-of-the-effect-of-the-boat-structured-prevention-program-on-violence-in-middle-schools-100552309","NCT06471413","Evaluation of the Effect of the BOAT® Structured Prevention Program on Violence in Middle Schools","TheBOATeffect","Inclusion Criteria:\n\n* Middle school students: students enrolled in a middle school included in the study, enrolled in the fourth or ninth grade and randomly selected to participate in the research. The age of a fourth or ninth grader is between 13 and 17.\n\n  * Educational team: professionals and teachers working in a middle school participating in the research (included in the study).\n\nExclusion Criteria:\n\n* Schoolchildren: opposition to participation in the search by the child's parents (or one of the 2 parents with parental authority) and\u002For opposition by the child.\n* Educational team: opposition to participation in the search.\n* Person unable to speak French\n* Person unable to understand the nature, purpose and methodology of the study",{"count":143,"type":22},5400,"OBSERVATIONAL","Violence has major consequences for the health and development of children and teenagers, even though it is commonplace, particularly in secondary schools. The team at the Centre Ressources pour les Intervenants auprès d'Auteurs de Violences Sexuelles Languedoc-Roussillon (CRIAVS-LR, CHU Montpellier) has created a BOite A ouTils to prevent sexual and gender-based violence: the BOAT, for professionals working with children and teenagers aged between 5 and 18. Structured around 5 themes and 4 age groups, the BOAT is very easy to use. The 134 intervention sheets have been validated and designed to target a risk factor (to be reduced) or a protective factor (to be developed) so that children do not become perpetrators or victims of violence.",[31,147,148,149],"Middle Schools","Prevention","Violence",[151,152,153,154,155,156,157],"prevention","violence","middle schools","sexual violence","abuse","sexism","BOAT","2025-08-19",{"date":160,"type":42},"2025-08-24",{"date":162,"type":42},"2025-04-02",{"date":164,"type":22},"2027-09-01",{"name":166,"class":49},"University Hospital, Montpellier",{"id":168,"slug":169,"hasResults":11,"nctId":170,"briefTitle":171,"officialTitle":171,"acronym":172,"eligibilityCriteria":173,"healthyVolunteers":16,"sex":17,"minAge":174,"maxAge":4,"enrollmentInfo":175,"targetDuration":4,"studyType":23,"phases":177,"briefSummary":178,"conditions":179,"keywords":4,"overallStatus":38,"whyStopped":4,"lastUpdateSubmitDate":186,"lastUpdatePostDateStruct":187,"startDateStruct":189,"completionDateStruct":191,"leadSponsor":193,"locationsCount":50},"100584514","a-service-learning-program-for-comprehensive-geriatric-assessment-and-health-promotion-in-older-adults-100584514","NCT06890325","A Service-Learning Program for Comprehensive Geriatric Assessment and Health Promotion in Older Adults","GEROS","Inclusion Criteria:\n\nA) For users:\n\n* Any person aged 60 or older who can move to the facility (Faculty of Health Sciences and Welfare) independently or accompanied by a caregiver.\n\nB) For students:\n\n* Students from Nursing, Physiotherapy, Nutrition and Dietetics, Occupational Therapy and Psychology degrees of UVic-UCC.\n\nExclusion Criteria:\n\n* For users: Individuals institutionalized in a long-term care institution.","60 Years",{"count":176,"type":22},100,[25],"The GEROS Project aims to develop and implement a Service-Learning (S-L) program that integrates Comprehensive Geriatric Assessment (CGA) and health promotion, for students at the Faculty of Health Sciences and Welfare at the University of Vic - Central University of Catalonia (UVic-UCC). This initiative engages university students, healthcare professionals, and older adults (60+) in a participatory, intergenerational approach that fosters mutual learning and community engagement.\n\nThe study follows a non-experimental mixed-method design, involving students from Nursing, Physiotherapy, Human Nutrition and Dietetics, Occupational Therapy, and Psychology. Participants include older adults (60+) who can independently travel to the university.\n\nThe project is integrated into different subjects, in groups of 4-5 students, participants conduct a Comprehensive Geriatric Assessment (CGA), evaluating frailty using VIG-Frail, intrinsic capacity with ICOPE, quality of life with EUROQOL 5D-5L, and specific health indicators with Nursing Outcomes Classification (NOC).\n\nTo assess the program's effectiveness, several outcome measures will be analyzed including students' perceived knowledge, competencies, and skills, as well as older adults' awareness of their health status, lifestyle, and risk factors. Additionally, the satisfaction levels of both will be evaluated. The items will be evaluated using a 1-5 Likert Scale, and the analysis will be conducted with SPSS. Data recording will be carried out through REDCap.\n\nThe GEROS Project aligns with the United Nations' Sustainable Development Goals (SDGs), specifically SDG 3 (Good Health and Well-being) and SDG 10 (Reduced Inequalities). By offering care to the aging population and providing them with personalized health recommendations, the project promotes preventive strategies, active aging, and intergenerational learning.\n\nFurthermore, GEROS integrates innovative educational methodologies, encouraging experiential learning, collaboration with healthcare professionals, and the development of practical skills in real-world contexts. The program's scalability and adaptability could serve as a model for other universities and healthcare institutions aiming to enhance geriatric care through service-learning initiatives.",[180,181,182,183,184,31,185],"Frailty","Older People","Comprehensive Geriatric Assessment","Health Promotion","SERVICE LEARNING","Student Education","2025-03-19",{"date":188,"type":42},"2025-03-24",{"date":190,"type":42},"2024-11-11",{"date":192,"type":22},"2025-12-20",{"name":194,"class":49},"University of Vic - Central University of Catalonia",{"id":196,"slug":197,"hasResults":11,"nctId":198,"briefTitle":199,"officialTitle":200,"acronym":4,"eligibilityCriteria":201,"healthyVolunteers":16,"sex":17,"minAge":202,"maxAge":203,"enrollmentInfo":204,"targetDuration":4,"studyType":144,"phases":4,"briefSummary":206,"conditions":207,"keywords":211,"overallStatus":125,"whyStopped":4,"lastUpdateSubmitDate":215,"lastUpdatePostDateStruct":216,"startDateStruct":218,"completionDateStruct":219,"leadSponsor":221,"locationsCount":4},"100563727","the-role-of-after-school-exercise-services-in-promoting-myopia-and-physical-and-mental-health-in-children-100563727","NCT06619925","The Role of After-school Exercise Services in Promoting Myopia and Physical and Mental Health in Children","A Cohort Study of After-school Exercise Services in Promoting Myopia and Physical and Mental Health in Children","Inclusion Criteria:\n\n* ① Those who voluntarily participate in the after-school extended hours service;\n\n  * Those who voluntarily participate in this study and sign the informed consent; ③ Basic reading, writing and comprehension skills to understand the questionnaire and be able to answer it;\n\nExclusion Criteria:\n\n* ① Unfit to participate in sports activities for health or physical reasons; ② Suffering from glaucoma, glaucoma and other diseases.\n\n  * Those who suffer from glaucoma, strabismus, refractive error and other eye diseases that affect vision;","5 Years","14 Years",{"count":205,"type":22},2000,"This project is a prospective cohort study to evaluate the impact of after-school extended physical education services on the visual health, physical health indicators, and mental health of children and adolescents participating in these services over a one-year period. The study collected data on the participation rate, duration, activity content, and organisational form of the after-school extended hours service through a questionnaire; the demographic characteristics, sleeping habits, and dietary habits of the participants through a self-administered questionnaire on the multidisease behaviour of children and adolescents; the intensity of the activities of the students who participated in the after-school extended hours service was investigated through an accelerometer and a physical activity questionnaire; and data on students\\' visual acuity, body mass index, and mental health status were collected through a medical check-up. Students' visual acuity data, body mass index, maximum oxygen uptake, and other indicators of physical health and mental health were collected through physical examination, and data on changes in one year were collected through half-yearly\u002Ffollow-up visits to establish a cohort to evaluate the effects of after-school extended hours services on students' myopia rates, physical health and mental health levels by different types, intensity and duration of exercise.",[208,209,31,210],"Common Diseases","Joint Prevention","After-school Extended Sports Service",[212,213,214],"common diseases","joint prevention","after-school extended sports service","2024-09-28",{"date":217,"type":42},"2024-10-01",{"date":217,"type":22},{"date":220,"type":22},"2025-12-30",{"name":222,"class":49},"Fangbiao Tao",{"id":224,"slug":225,"hasResults":11,"nctId":226,"briefTitle":227,"officialTitle":228,"acronym":4,"eligibilityCriteria":229,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":230,"enrollmentInfo":231,"targetDuration":4,"studyType":144,"phases":4,"briefSummary":233,"conditions":234,"keywords":236,"overallStatus":125,"whyStopped":4,"lastUpdateSubmitDate":239,"lastUpdatePostDateStruct":240,"startDateStruct":242,"completionDateStruct":244,"leadSponsor":246,"locationsCount":4},"100557189","the-effect-of-psychosocial-factors-on-academic-success-in-university-students-100557189","NCT06534879","The Effect of Psychosocial Factors on Academic Success in University Students","The Effect of Psychosocial Factors on Academic Success in Physiotherapy and Rehabilitation Students","Inclusion Criteria:\n\n* Being an active student in the physiotherapy and rehabilitation department\n* willing to participate\n\nExclusion Criteria:\n\n* not answering survey questions completely","30 Years",{"count":232,"type":22},250,"Psychological well-being is defined as the person fulfilling his\u002Fher potential in a completely good mood. It is seen as the result of a life lived well and is an important factor for students to adapt to university life. Psychological well-being includes dimensions such as self-acceptance, establishing positive relationships, autonomy, mastery of the environment, personal development and purpose in life. Students who have just started university have to adapt to a new learning model and the academic pressure on them is also increasing. This period of students' lives is considered to be one of the stages when anxiety is highest and psychological well-being is lowestThe examination of the potential predictive relationship between psychosocial factors and psychological goodness described earlier in a university student, provides a more holistic perspective for potential educators, researchers and health practitioners. Although the literature was examined, although the effects of some of the psychosocial factors on university students, physiotherapy and rehabilitation students have been found to have insufficient studies on the effect of psychosocial factors on academic success.\n\nFor this reason, in our study, physiotherapy and rehabilitation students will be evaluated with the level of empathy, self -esteem, social\u002Femotional competence, mental good formation, situational\u002Fcontinuous anxiety (anxiety), motivation, satisfaction and loneliness surveys from life and the relationship between them and the academic achievements of the students will be investigated. .",[31,235],"Education",[237,238],"University Student","Physicosocial factor","2024-08-03",{"date":241,"type":42},"2024-08-06",{"date":243,"type":22},"2024-08-05",{"date":245,"type":22},"2024-09-05",{"name":247,"class":49},"Gazi University"]