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Examining Executive Functions in Medical Students Across Different Types of Study Breaks

NCT06710678 · Status: RECRUITING · Phase: NA · Type: INTERVENTIONAL · Enrollment: 120

Last updated 2024-11-29

No results posted yet for this study

Summary

This study aims to expand on previous findings and compare the effects of an active break (ten minutes of walking or upper body movement), a digital break (ten minutes of phone use), and no break on memory and attention in medical students after a prolonged period of studying. The List Learning Task, Stroop Test, and Sustained Attention to Response Task will be administered to measure memory, executive function, and attention, respectively. Information on how different types of breaks affect memory and attention may prompt medical students to be more mindful and intentional of the way they spend their time in between studying.

Conditions

  • Executive Function (Cognition)

Interventions

BEHAVIORAL

Physical Activity Study Break

A 10-minute walking/upper extremity light movement indoor break from study session

BEHAVIORAL

Social Media Study Break

Participants will engage in social media use/engagement during a 10-minute study session break

Sponsors & Collaborators

  • New York Institute of Technology

    lead OTHER

Principal Investigators

  • Amber Sousa, PhD · NYIT COM

Study Design

Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Model
PARALLEL

Eligibility

Min Age
18 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2024-11-19
Primary Completion
2025-08-01
Completion
2025-08-01

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 NCT06710678 on ClinicalTrials.gov