Clinical Research Directory

Remote Guidance for eFAST Training Using a Head-Mounted Device

This study looks at the best way to remotely teach and guide doctors-in-training to perform a bedside ultrasound exam called eFAST (extended Focused Assessment with Sonography for Trauma), which is used to quickly check injured patients for internal bleeding or air around the lungs. The study takes place in a simulation setting, with no real patients. Resident physicians who have completed the basic ultrasound courses each watch the same short instructional video and then perform three eFAST examinations on the same healthy volunteer. Participants are randomly assigned to one of three groups: (1) the instructional video only, with no live help; (2) the video plus real-time audio guidance from a remote expert who can see the live ultrasound image; or (3) the video plus guidance through a head-mounted device that also lets the expert see the participant's own point of view. Afterwards, experts who were not involved in a given exam review the recorded ultrasound images, without knowing which group the participant was in, and rate the image quality and skill. The study also measures how long the exams take, the participants' workload, and the comfort and usability of the system. The goal is to learn whether real-time remote guidance, and in particular guidance through a head-mounted device, helps trainees produce better and faster eFAST examinations than an instructional video alone.

Effects of a Cadaveric Workshop on Self-Reported Confidence in Ultrasound-Guided Upper Extremity Procedures

This prospective observational study evaluates the effects of a structured cadaveric workshop on physicians' self-reported confidence in performing upper extremity ultrasound-guided procedures. The workshop consisted of theoretical instruction and supervised hands-on cadaveric practice focusing on shoulder, elbow, and wrist procedures. Confidence levels were assessed before and after the workshop using standardized questionnaires. The study also examined the influence of prior ultrasound experience, procedural volume, and academic seniority on baseline confidence and post-workshop improvement.

Assessment of Hysteroscopy Skills With a New Assessment Tool

Objective To investigate validity of the hysteroscopy assessment tool (HYSAT) for assessment of competence in a clinical environment. Methods Novices and experienced gynecologists are recruited from three hospitals and observed and assessed while performing hysteroscopy. Performances are assessed using the HYSAT tool by two independent raters. Validity evidence is gathered in accordance with Messick's framework: validity evidence for content was ensured in previously published Delphi study, response process is ensured by standardization of written rater instructions. Internal structure is explored using Cronbach's alpha for internal consistency reliability; inter-rater reliability and test-retest reliability are calculated as Pearson's r independently across all ratings. Relationship to other variables is investigated by comparing performances of the participants in each group. Consequences evidence is explored by calculating a pass/fail standard using the contrasting groups' standard setting method.

AI-Generated Acne Vulgaris Learning Material Study

This comparative educational intervention study evaluated the educational effectiveness of artificial intelligence-generated patient information material on acne vulgaris among early-year medical students. In the first phase, acne vulgaris information texts were generated using different artificial intelligence models and evaluated by two dermatologists using quality and understandability assessment tools. In the second phase, the best-performing artificial intelligence-generated material was compared with standard human-generated material from the Turkish Dermatology Association and a control group. A total of 190 first- and second-year medical students at Erciyes University Faculty of Medicine participated in the study. Participants were divided into three groups: artificial intelligence-generated material group, Turkish Dermatology Association material group, and control group. After the educational materials were presented, participants completed a 12-question knowledge assessment questionnaire on acne vulgaris.

Impact of Concept Mapping in Case-Based Learning Among Medical Students

This prospective randomized study aims to compare the impact of three Case-Based Learning (CBL) approaches on knowledge acquisition, knowledge retention, and clinical reasoning development among third-year medical students during their obstetrics and gynecology rotation. Participants are randomly assigned to one of three groups: CBL without concept mapping, CBL with a teacher-constructed concept map, or CBL with a concept map co-constructed by students during the learning session. Knowledge acquisition and retention are assessed using pre-tests, immediate post-tests, and delayed post-tests. Clinical reasoning and knowledge organization are evaluated using a synthesis exercise. The study seeks to determine whether concept mapping and the modality of its integration into CBL enhance learning outcomes and clinical reasoning skills in undergraduate medical education.

Digital Microlearning for Patient-Safety Readiness in Nursing Students

This randomized controlled trial evaluated the effect of a patient safety-focused digital microlearning program on nursing students before and during surgical clinical practice. Nursing students may face patient-safety and clinical decision-making challenges when moving from classroom learning to clinical settings. This study examined whether short, structured, scenario-based digital learning modules could improve patient-safety awareness, clinical error recognition, decision-making under stress, clinical practice readiness, and self-confidence. Second-year undergraduate nursing students were randomly assigned to either a digital microlearning plus standard education group or a standard education control group. Outcomes were measured at baseline before the program, immediately after the intervention, at the end of the first week of surgical clinical practice, and at the end of the seventh week of surgical clinical practice. Weekly ecological momentary assessment prompts were also used during clinical practice to examine safety-related behavioral transfer.

AI-Assisted Structured Guidance for Narrative Review Writing

This randomized, parallel-group, assessor-blinded educational study will evaluate whether one session of AI-assisted structured guidance improves the quality of narrative literature reviews written by medical postgraduate students. A total of 102 students enrolled in an academic writing course will be randomly assigned to either an AI-assisted structured guidance group or a free AI use group. Both groups may use AI tools under academic integrity requirements and will complete a narrative literature review according to the same course requirements. The guidance group will receive one structured guidance session approximately two weeks before final submission. The session will be based on the six dimensions of the Scale for the Assessment of Narrative Review Articles (SANRA). The primary outcome is the final SANRA total score of the submitted narrative literature review.

Case-Based Learning for Bedside Lung Ultrasound Teaching in ICU

This single-center randomized controlled study aims to evaluate the effectiveness of Case-Based Learning (CBL) compared with traditional teaching in clinical training of bedside lung ultrasound (BLUE) for emergency medicine residents and medical students. The hypothesis is that CBL improves theoretical understanding, practical ultrasound skills, and clinical reasoning in emergency settings.

Artificial Intelligence-Generated vs Academician-Developed Multiple True/False Questions in Anesthesiology Education

This prospective observational study aims to evaluate the effectiveness and educational value of artificial intelligence (AI)-generated multiple true/false questions compared to those developed by experienced academicians in anesthesiology training. A total of 27 anesthesiology residents will be included in the study. Question sets consisting of 200 multiple true/false items will be created, with half generated by academicians and the other half generated using an artificial intelligence model (ChatGPT-based system). The questions will be based on standardized educational materials from the anesthesiology training curriculum. Participants will complete the test in a single session. Each correct answer will be scored as one point, and total scores will be calculated. In addition to test performance, item difficulty, discrimination indices, and test reliability will be analyzed. Furthermore, participants' perceptions regarding question quality will be evaluated. The study aims to determine whether AI-generated questions can provide a reliable and effective alternative to traditional question development methods in medical education and contribute to more objective and standardized assessment processes.

Transfusion Camp for Medical Students in Rwanda

Transfusion medicine is closely linked with safe surgery. Transfusion Camp is a multidisciplinary educational project aimed at improving transfusion medicine knowledge in physicians. The course has been piloted in Rwanda, showing improvement in participant knowledge and confidence, resulting in its recommended implementation into the medical school curriculum. This project aims to evaluate a multi-day Transfusion Camp course mandatory for graduating medical students and first-year interns practicing in district hospitals in Rwanda. Its implementation is evaluated through pre- and post-course testing, collecting participants' blood ordering practices following the course, and conducting participant interviews about barriers to safe transfusion medicine in their hospital.

Conversational AI Study

This is a prospective, collaborative, mixed-methods study which includes anesthesiology trainees receiving one active intervention - a conversational artificial intelligence (CAI) simulation. The goal is to explore the capability of AI to provide high-fidelity simulations that can ultimately improve how healthcare professionals handle difficult conversations such as disclosing medical errors or mistakes.

An AI Educational Agent for Medical Machine Learning Courses

The goal of this interventional study is to evaluate the effectiveness of a Large Language Model (LLM)-based educational AI Agent in graduate students (Masters and PhD) specializing in medicine or nursing who are enrolled in the "Machine Learning and Data Mining" course. The main questions it aims to answer are: Does the use of an educational AI Agent improve students' academic performance and practical skills in machine learning compared to traditional methods? Does the AI intervention enhance students' learning confidence, satisfaction, and cognitive engagement? Researchers will compare students currently using the AI Agent (experimental group) to a historical control group (students from the previous cohort who did not use the AI tool) to see if the AI-assisted learning model leads to significantly higher learning achievements and better educational experiences. Participants will: Utilize the Teaching Agent for real-time answers to theoretical questions, personalized study planning, and knowledge reinforcement. Engage with the Research Agent to assist with literature reviews, research design optimization, and academic writing structure. Use the Practice Innovation Agent for guidance on coding, algorithm debugging, and applying machine learning models to medical data analysis projects.

One-Minute Preceptor to Improve Bedside Teaching

Intervention Model: Parallel Assignment Model Description: Cluster-randomized by preceptor (30 clusters; 15 OMP/15 control). Outcomes at student level; 15 students per cluster. Adequate OMP exposure is defined a priori as ≥2 structured OMP feedback encounters (≥5 minutes each) delivered across ≥2 separate weeks of the rotation. Masking: Outcomes Assessor

An Automated Virtual Reality Intervention to Enhance Firearm Safety Counseling in Pediatrics

Clinicians will complete a screen-based automated virtual reality training intervention to learn how to counsel caregivers of pediatric patients on secure firearm storage.

Application of PDCA Cycle in Tracheal Intubation Training for Emergency Medicine Residents

Tracheal intubation is a critical but technically demanding procedure in emergency airway management. Junior emergency medicine residents often struggle to achieve proficiency, leading to increased risks of complications. This study evaluates the effectiveness of a Plan-Do-Check-Act (PDCA) cycle-based training program in improving intubation skills. The study was conducted in the emergency department of a tertiary teaching hospital. Residents performing intubations in 2023 with conventional training served as the control group, while those trained with the PDCA model in 2024 formed the intervention group. The PDCA program included structured lectures, high-fidelity simulation, supervised clinical practice, and iterative feedback. Primary outcomes were first-attempt success rate and intubation completion time. Secondary outcomes included incidence of local airway trauma, extubation failure due to airway injury within 72 hours, and resident satisfaction. This study aims to provide evidence that PDCA-based training can enhance procedural competency, safety, and learner satisfaction in emergency airway management.

Simulation-Based Training for Epidural Analgesia Placement

Epidural analgesia is the gold standard for labor pain management, widely recommended by the WHO and included in Italy's essential levels of care (LEA) since 2017. Despite its clinical benefits and high maternal satisfaction, the procedure remains technically challenging, particularly for anesthesia residents. In our institution, around 40% of laboring women request epidural analgesia. Successful epidural placement requires mastering a complex skillset. Recent studies highlight that simulation-based training significantly enhances learning for novice practitioners. This single-center, prospective, randomized controlled trial aims to evaluate whether a pre-rotation simulator-based training improves the success rate of epidural catheter placement among anesthesia residents. Participants will be randomly assigned to either the intervention group (simulation training plus anatomy lecture) or the control group (standard in vivo training only). The primary outcome is the number of successful catheter placements (defined as completed procedure without tutor intervention). Secondary outcomes include procedure time, complication rates, and satisfaction scores from the residents. The study will involve anesthesia residents in their 4th or 5th year rotating in the labor ward of the Azienda Ospedaliera di Padova. A sample size of 86 participants (43 per group) is required, and data collection will occur over three years.

Critical Appraisals at Play

Pre and Post assessment of knowledge and attitudes on critical appraisal of biomedical literature in Emergency Medicine practice in a cohort of residents with implementation of a competition based educational format.

Ultrasound Training Program for Gynecologic Cancer Staging in Residents

This is a prospective, interventional study aiming to develop and validate an ultrasound training program for gynecology and obstetrics residents, focused on the staging of gynecologic cancers, including ovarian, endometrial, and cervical cancer. The program consists of theoretical lectures, practical hands-on sessions, and supervised clinical case evaluations over a six-month period. Residents will perform ultrasound examinations independently, which will be compared to those conducted by expert sonographers. The primary objective is to assess the learning curve of each trainee by evaluating diagnostic concordance with expert findings across specific staging parameters.

Surgical Operating Room Enhancement Curriculum for Medical Students

The goal of this clinical trial is to assess whether integrating an enhanced Surgical Operating Room (OR) curriculum into the medical student program improves knowledge and proficiency in gynecologic surgical techniques and procedures among medical students at Wayne State University. The main questions it aims to answer are: Does the Surgical Operating Room Enrichment Course increase medical students' knowledge and comfort with gynecologic surgical procedures? Does participation in the course improve students' clinical perceptions and management of gynecologic emergencies? Researchers will compare students who participate in the Surgical Operating Room Enrichment Course (intervention group) to those who complete the standard rotation (control group) to see if the enhanced curriculum leads to greater improvements in knowledge and clinical skills. Participants will: Attend virtual didactic lectures covering gynecologic anatomy, perioperative care, surgical techniques, and management of gynecologic emergencies Complete pre- and post-training surveys assessing knowledge, skills, and perceptions related to gynecologic surgery This study involves approximately 60 medical students, with participation being voluntary and all responses de-identified.

Online Ultrasound Curriculum on Learning Outcomes of Post-graduate Physicians

This single-center retrospective study evaluates the effectiveness of the Training Management System (TMS) ultrasound curriculum on the learning outcomes of PGY emergency physicians. By analyzing test scores and course participation data from 2018 to 2025, the study investigates whether blended learning improves PoCUS proficiency and explores its potential role in enhancing ultrasound education for junior physicians.

Analysis of the Effect of Pre-course Videos on Improving Clinical Skills in Emergency Ultrasound Training

Project Background Point-of-Care Ultrasound (POCUS) has become an important part of medical education in recent years. However, due to limited resources of ultrasound machines and clinical instructors, hands-on practice opportunities are limited, affecting the quality of teaching. Effectively imparting ultrasound operation skills has become a major challenge in improving training quality. This project aims to evaluate the impact of pre-class videos on enhancing ultrasound teaching effectiveness, particularly comparing videos shot with a first-person perspective (POV) to those shot with a face-to-face perspective. Project Objectives Primary Objective: To evaluate the impact of learning from pre-class videos on enhancing the effectiveness of ultrasound teaching. Secondary Objective: To investigate the effect of different filming techniques (POV versus face-to-face) on learning outcomes. Research Design The study will adopt a parallel research design, with subjects randomly assigned to one of three groups: the first-person perspective video group, the face-to-face perspective video group, and the control group (who will not watch any videos). Procedure on the Day of Instruction Complete a basic information and learning experience questionnaire. Conduct a pre-test practical, recording the operation of the ultrasound. Provide one-on-one instruction, offering detailed operational guidance. Conduct a post-test practical, allowing students to independently perform ultrasound-guided central venous catheter insertion. Complete a post-test questionnaire. Expected Outcomes This study anticipates that learning through pre-class videos will effectively enhance students' ultrasound operation skills and improve teaching quality. Teaching videos shot with a POV may provide a more realistic learning experience, thereby enhancing students' learning outcomes. By comparing different filming techniques, this project will provide empirical data that can inform future ultrasound teaching methods, ultimately improving the overall effectiveness of medical education.

Virtual Reality Training for Laparoscopic Cholecystectomy

Cholecystectomy is one the most frequent laparoscopic procedures worldwide. It is a safe and effective operation but intraoperative bile duct injury remains a relevant complication with serious consequences for the patient. Most of the complications occur due to a lack of knowledge of the anatomy or misidentification of the cystic duct. Thus, the study of the anatomy is a cornerstone of a successful procedure and the preoperative magnetic resonance cholangiopancreatography (MRCP) is a way to preoperatively determine relevant structures to avoid intraoperative incidents. This trial has been designed to assess the effect of preoperative virtual reality training based on MRCP on intraoperative performance and outcome.

Intervention for Medical Student to Promote Cervical Cancer Screening Among Latinx Transmasculine Individuals

The team aims to test the effectiveness of an intervention to increase gender-affirming cervical cancer prevention behaviors targeted at medical students studying in Puerto Rico and Florida. The team expects that after exposure to the intervention, relative to the control group, participants in the experimental condition will manifest more favorable changes in knowledge, attitudes, and behaviors of adequate care towards Latinx transmasculine and non-binary people.

The Application of Eye-Tracking Technology in Perioperative Management and Education

The goal of this observational study is to explore the value of eye-tracking technology in perioperative management and teaching. The study aims to understand how eye-tracking can help analyze the attention distribution of clinicians during perioperative procedures and optimize workflows for improved safety and teaching outcomes. The main questions it seeks to answer are: How does eye-tracking technology reveal the focus distribution patterns of experienced and novice clinicians in perioperative scenarios? Can visualizing expert clinicians' eye movement patterns improve the learning outcomes and operational skills of medical students? Participants include anesthesiologists and medical students involved in perioperative management training. Eye-tracking data, such as fixation duration, fixation count, and heatmaps, will be collected during surgical and training scenarios. The study will analyze correlations between attention distribution and operational performance. This research will provide insights into optimizing perioperative safety and revolutionizing medical education using objective attention data.