Education

This study aims to describe the current implementation and structure of simulation-based education and training in anaesthesiology and intensive care residency programmes across countries affiliated with the World Federation of Societies of Anesthesiologists.

This study is a randomized, controlled trial with a pre-test/post-test design, conducted to determine the effects of Generative AI (GenAI)-supported learning on academic achievement, learning efficiency, and critical thinking within a university setting. The study population consists of students from the Dialysis Program at Bingöl University's Vocational School of Health Services; the sample comprises 100 volunteer students who met the inclusion criteria and were randomly assigned to either an experimental group (n=50) or a control group (n=50). The experimental group will participate in a "Generative AI-Supported Learning Program" over the course of one month-meeting two days a week for a total of eight 60-minute sessions-covering topics ranging from effective prompting techniques to case analysis and academic ethics; meanwhile, the control group will continue with their routine educational activities. Data will be collected using a Demographic Information Form, the Academic Achievement Inventory, the Critical Thinking Disposition Scale, and the Artificial Intelligence Dependency Scale, and will be analyzed using biostatistical methods (t-tests, ANCOVA, and effect size calculations).

This randomized controlled trial aims to evaluate the effect of dyadic self-care education provided to breast cancer patient-caregiver dyads receiving outpatient chemotherapy on patient self-care behaviors, anxiety levels, and caregiver anxiety levels and caregiver burden. Participants will be randomly assigned to either a dyadic self-care education intervention or routine care. Outcomes will be assessed at baseline and follow-up using validated instruments.

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. This 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). Professors 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. This 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.

This study will evaluate the effectiveness of flipped learning in an undergraduate physiotherapy and rehabilitation course on urogenital and maternal health. In flipped learning, students review digital learning materials before class, while class time is used for case discussions, problem-solving activities, group work, and clinical reasoning exercises. Third-year physiotherapy and rehabilitation students enrolled in the Urogenital and Maternal Health in Physiotherapy and Rehabilitation course will be invited to participate. The study will compare students' clinical decision-making and academic performance after conventional teaching and after flipped learning activities. Student satisfaction with the flipped learning method will also be assessed. In addition, individual interviews will be conducted with a subgroup of volunteer students to explore their learning experiences. Participation in the research will be voluntary and will not affect course grades. The study involves educational activities, questionnaires, written assessments, and optional audio-recorded interviews; no medical intervention or biological sample collection will be performed. The findings may help improve student-centered teaching approaches in physiotherapy and rehabilitation education.

The complex anatomy of the paranasal sinuses and skull base presents a steep learning curve for junior clinicians in otolaryngology. This prospective, randomized controlled trial aims to evaluate the effectiveness of a novel, responsive web-based sinus CT scan interpretation training system compared to traditional educational methods. The study will enroll 36 medical trainees and junior resident physicians with no prior specialized training in otolaryngology imaging. Following a standardized baseline video lecture, participants will be randomized (1:1) into two groups for a one-week rotation period. The intervention group will utilize an interactive, cross-platform web system featuring multi-planar correlations, the CLOSE mnemonic guided reading, and case-based self-assessments. The control group will study using standard digitized text-and-image guidelines and clinical consensus documents. The primary outcome is the objective CT interpretation score, which evaluates the accuracy of identifying anatomical variations and pathological grading (e.g., Lund-Mackay score, osteitis grading) across 10 anonymized clinical cases. Secondary outcomes include interpretation time, diagnostic confidence, and system usability. The findings of this study will provide valuable evidence on whether interactive digital tools can effectively accelerate the learning curve and improve diagnostic accuracy in specialized medical imaging education.

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. Researchers want to see if this: * helps parents and patients learn more, * improves satisfaction with the visit, * helps families feel more involved in decisions, * and reduces the amount of time doctors spend repeating the same explanations. How the study works: One 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. Who is included: Children being seen in pediatric cardiology clinics and their caregivers. Pregnant women referred for fetal heart evaluations may also be included. What information is collected: Clinic timing information (such as wait times and doctor visit length), Satisfaction surveys, Optional knowledge questionnaires, Basic medical record information needed for the study. Risk level: The study is considered "minimal risk." Patients are still getting normal medical care. No drugs, devices, or experimental treatments are being tested. Privacy 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. Why the study matters: The 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.

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/or heart failure (HF).

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.

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. Study Design: The 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. Intervention: The 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: Identification and Surveillance: Screening routine electronic health records for HIV indicator conditions using predefined ICD-10 codes and verifying cases that warrant HIV testing. Audit \& Feedback: Providing targeted recommendations to treating physicians when an HIV test is indicated but has not been performed, thereby prompting action. Education \& Training: Delivering training sessions to healthcare professionals to improve their knowledge and attitudes towards HIV testing, prevention, and care. Enabling Environment: Implementing digital solutions and other support mechanisms to streamline testing processes, reduce stigma, and enhance overall guideline adherence. Linkage to prevention: Improving linkage to the locally available preventive services. The intervention is intended to integrate seamlessly into routine hospital care, thereby reinforcing existing guidelines while addressing the current diagnostic testing gap. Endpoints and Outcome Measures: Primary Endpoint: The change in HIV testing rate among patients diagnosed with HIV indicator conditions before and after the implementation of HIV teams. Key Secondary Endpoints: The change in the incidence of new HIV diagnoses among patients with HIV indicator conditions. Variations in HIV testing rates across different countries, medical specialties, and types of indicator conditions, as well as over time. Assessment 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. Evaluation of the cascade of HIV care and prevention, including linkage to HIV care, achievement of viral suppression, and referral and uptake of preventive services. Changes in healthcare professionals' knowledge, attitudes, and levels of stigma towards HIV. Implementation outcomes such as fidelity of HIV team activities, resource utilization, cost-effectiveness, and sustainability of the intervention. Analysis of contextual factors, barriers, and facilitators impacting the implementation process, using established frameworks like CFIR and RE-AIM. Impact: By 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. This 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.

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.

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.

Research Objective: This study aims to explore the effectiveness of gamified situational teaching in improving nurses' awareness and confidence in clinical emergency response.

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.

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. The main questions it aims to answer are: * Does e-learning training improve performance on a standardized NIHSS assessment quiz compared with no prior training? * Does e-learning training improve the accuracy of mRS assessment using case-based clinical vignettes compared with no prior training? Researchers 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. Participants will: * Provide electronic informed consent via a secure web-based platform * Be randomly assigned to either the intervention group or the control group * Complete either the e-learning modules before assessment or the assessments before training, depending on group allocation * Complete an online NIHSS quiz and mRS case-based vignettes * Receive access to the NIHSS and mRS e-learning modules by the end of the study

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. Due 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. The 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. Children 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. Data 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/or 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). Child 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. The 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. The 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. To 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. The 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. The 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.

Introduction and Aims: The 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. Method: This 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.

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.

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: How 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.

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. Hypotheses H0: There is no significant difference between the professional values of nursing students who receive Ahilik education and those who do not. H1: The professional values of nursing students who receive Ahilik education are significantly different from those who do not.

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: Does 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? The 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)?

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: Does using the 3D simulator help medical students better understand eye anatomy and muscle function compared to standard lectures and textbooks? How do students rate the usability and effectiveness of this new teaching tool? Researchers will compare two groups of medical students: One group will learn using the 3D simulator The other group will receive standard teaching methods Participants will: 1. Complete a pre-test to assess their baseline knowledge 2. Attend training sessions using either the 3D simulator or standard methods 3. Take a post-test to measure learning improvement 4. Provide feedback about their learning experience 5. Take a post-intervention exam and satisfaction survey 6. Participate in focus groups about their learning experience The study will help determine if interactive 3D models can enhance medical education about eye movements.

Purpose: This 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. Key Questions: 1. Do plastination models for neuroanatomy training (limbic system, basal ganglia, cerebellum, spinal cord) enhance test scores in neuroanatomy examinations? 2. How do students perceive the educational value of these models? Study Design: Researchers will compare two teaching methods: * Intervention group: Learns using plastination models for neuroanatomy training (limbic system, basal ganglia, cerebellum, spinal cord) * Control group: Learns using standard 2D atlases, power point and plastic models Participants will: 1. Complete a pre-intervention anatomy knowledge test 2. Attend 4 weekly neuroanatomy sessions using their assigned method 3. Take a post-intervention exam and satisfaction survey 4. Participate in focus groups about their learning experience

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.

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: What 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.