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Comparing the Effect of Video-cases and Text-cases on Medical Students' Learning in Tutorial

NCT01286025 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 28

Last updated 2011-01-31

No results posted yet for this study

Summary

This study is designed to examine how the type of learning case affects the thinking of medical students in tutorial

Conditions

  • Education, Medical
  • Education, Medical, Undergraduate
  • Problem-based Learning
  • Problem Solving
  • Interactive Tutorial

Interventions

BEHAVIORAL

video case modality

Patients whose case histories are pathophysiologically illustrative will be recruited, and interviewed on video. Their stories will be edited and divided into sections, and combined with the patient's laboratory, imaging, and pathological reports when appropriate

BEHAVIORAL

Text case modality

Patients whose case histories are pathophysiologically illustrative will be recruited, and interviewed on video. Their stories will be edited and divided into sections, and combined with the patient's laboratory, imaging, and pathological reports when appropriate. The transcript of these video-recordings will form the basis of the text-based case presentation modality.

Sponsors & Collaborators

  • Harvard University Faculty of Medicine

    lead OTHER

Principal Investigators

  • Graham T McMahon, MD MMSc · Harvard Medical School (HMS and HSDM)

Study Design

Allocation
RANDOMIZED
Purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Model
CROSSOVER

Eligibility

Min Age
18 Years
Max Age
65 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2008-02-29
Primary Completion
2009-02-28
Completion
2009-02-28

Countries

  • United States

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT01286025 on ClinicalTrials.gov