Clinical Research Directory

Effectiveness of Directed Self Learning Versus Instructor-Led Teaching Using an Identical Standardized Instructional Module on Infection Prevention and Control Among Undergraduate Allied Health Sciences Students

This randomized controlled educational trial will compare Directed Self-Learning (DSL) with Instructor-Led Teaching (ILT) for teaching Infection Prevention and Control (IPC) to undergraduate Allied Health Sciences students. Participants will be randomly allocated in a 1:1 ratio to either independently engage with a standardized IPC instructional module or receive faculty-led teaching using the identical module. Knowledge will be assessed using a 20-item multiple-choice questionnaire before and after the intervention. The primary outcome will be knowledge gain, calculated as the difference between post-test and pre-test knowledge scores.

GBV Response Training for Health Assistant Students in Nepal

This study evaluated a six-day Gender-Based Violence (GBV) response training for PCL General Medicine (Health Assistant) students in Nepal. Students at Kantipur College of Medical Sciences (intervention group, n=40) received a facilitator-led training based on the WHO LIVES framework (Listen, Inquire, Validate, Enhance safety, Support) and Nepal's national Health Response to GBV package. Students at Lord Buddha College of Health Science (control group, n=40) received no training during the study period and were offered the same training after data collection. Both groups completed a questionnaire measuring GBV knowledge, attitudes, and self-efficacy before the training (baseline) and after the training (Day 6). The main comparison is the difference between groups in score change from baseline to Day 6. The study was retrospectively registered.

Ventriloscope Simulation Stethoscope Training in PT and AT Students (VENTAS)

This longitudinal, single-cohort, within-subjects study evaluates whether sequential exposure to Ventriloscope simulation stethoscope training, delivered after traditional auscultation instruction, enhances auscultation knowledge, clinical sound recognition skill, and self-reported confidence in Physical Therapy (PT) and Athletic Training (AT) students, and whether any enhancement is retained two months after training. All participating students receive both training modalities in sequence. Knowledge, skill, and confidence are measured at five timepoints (T1-T5) across approximately five months. A qualitative component examines student perceptions of the two training modalities.

AI-Assisted Adaptive Simulation in Physiology Education

This randomized controlled trial evaluated whether an AI-assisted, rule-based adaptive screen-based simulation module could improve physiology learning outcomes among undergraduate health science students compared with conventional instruction. A total of 672 students from Physiotherapy, Occupational Therapy, Nursing, and Allied Health Sciences were randomly assigned in a 1:1 ratio to either the adaptive simulation group or the conventional teaching group. The intervention used web-based clinical physiology cases with algorithm-supported case sequencing, automated formative feedback, and structured faculty-led debriefing, while the control group received standard lectures, textbook reading, tutorial sessions, and laboratory practicals. The primary outcomes were physiological knowledge and reasoning ability, and the secondary outcomes were conceptual understanding, engagement, cognitive load, and academic self-efficacy. Assessments were performed at baseline, immediately after the 12-week intervention, and again at four-week follow-up.

Metaverse-Based Education for Physiotherapy and Rehabilitation Students

In the modern era, university students, especially those from Generation Z, are true digital natives who have grown up with technology and embraced it wholeheartedly. This hyper-cognitive generation has different characteristics than their predecessors and emphasizes educational approaches integrated with innovative technologies over traditional methods. Rather than traditional classroom learning, Generation Z prefers to learn through various media, such as digital games, YouTube videos, and smart devices. Science and technology have made rapid and transformative progress in recent decades. One of these developments is the emergence of the metaverse, a rapidly expanding three-dimensional virtual space. Neal Stephenson coined the term "metaverse" in his 1992 science fiction novel Snow Crash, combining the words "meta," meaning "transcendence and virtuality," and "verse," meaning "world and universe." Enhanced by technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence, the metaverse creates a 3D virtual sphere where individuals from around the world can come together for shared social interactions. It also serves as an arena for users to participate in various social activities. In recent years, significant events such as the pandemic, conflicts, seismic activity, and climate change have led to disruptions in higher education in certain countries. Due to the pandemic, there has been a significant shift towards distance learning platforms, and students have been denied various opportunities. Distance learning is defined as "an effective form of learning that is independent of time and place. It offers individuals the ability to conveniently configure and update educational materials electronically and integrate different technologies into the learning process. These technologies can be utilized 24/7." The goal of distance education is to ensure continuity of education and increase learner satisfaction. Consequently, universities have adopted various distance learning models to address these challenges and promote their students' academic success. Using the metaverse in education is a significant application area and is widely anticipated to be very promising in the future.