Self-ExaminationNCT04851197
Flipped Learning Model on Students' Knowledge and Health Beliefs
A study testing Flipped Learning Model in people with Self-Examination, run by Eastern Mediterranean University at 1 site in Cyprus.
Trial summary
The aim of the training on testicular cancer and Testicular Self Examination is to increase the awareness of individuals and to develop health behaviors for early diagnosis. However, in the literature, it is seen that in the training studies conducted on this subject, mostly the training videos and presentations are… Read more about this study
- Who is it for?
- Ages 18 years and older, men onlyHealthy volunteers can take part
- Conditions the study is for
- Self-Examination
- What is being tested?
- Flipped Learning Model
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 66 participants
- Where
- 1 siteCyprus
- Study dates
- 21 Apr 2021to 17 Jun 2021
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- Men only
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Who are over the age of 18, who has not previously received testicular cancer and testicular self-examination training Being a male nursing student
Who cannot join
- At any stage of the study, there is a request to withdraw from the study.
Trial locations and contacts
1 site in 1 country.
Cyprus1 site
Eastern Mediterranean University, Health Sciences Faculty, Nursing Department
Famagusta, None Selected, 99520
About this study
Official title: The Effect of Training on Testicular Cancer and Testicular Self Examination With Flipped Learning Model on Students' Knowledge and Health Beliefs
The aim of the training on testicular cancer and Testicular Self Examination is to increase the awareness of individuals and to develop health behaviors for early diagnosis. However, in the literature, it is seen that in the training studies conducted on this subject, mostly the training videos and presentations are made with the classical expression method. In this study, unlike other studies, the effect of the training given with the Flipped Learning Model on the knowledge and beliefs of male students regarding testicular cancer and Testicular Self Examination will be examined. It is thought that the results of the study to be obtained will guide health professionals in the selection of teaching models to increase the effectiveness of training activities to be planned for young adult males for the early diagnosis of testicular cancer.
Read the detailed description
The Flipped Learning Model is a blended learning model that aims to facilitate learning with activities such as the student's pre-lesson access to educational materials such as videos and presentations through technology, and activities such as discussion, practice and problem solving during the lesson. Flipped Learning Model can be defined as a pedagological approach centered on individual learning rather than group learning. Studies show that the Flipped Learning Model has an impact on student success and satisfaction. The Flipped Learning Model has the potential to engage nursing students to meet today's needs. The complexity of students and contemporary healthcare, especially in healthcare, calls for education reform programs such as nursing highlight the students' need for problem solving, reasoning, and applying theory to practice. It manifested itself in student-based learning and case-based learning The main purpose of this study is to examine the effect of the education about testicular cancer and Testicular Self Examination given with the Flipped Learning Model on the knowledge and health beliefs of nursing students. Another aim of the study is to examine the effect of using Flipped Learning Model on student satisfaction.
The research will be carried out in Eastern Mediterranean University, Faculty of Health Sciences, Department of Nursing in the 2020-2021 academic year. Data collection will begin after the board and institution permissions are obtained for the research.
The universe of the research; Eastern Mediterranean University, Faculty of Health Sciences, Nursing Department will constitute a total of 68 male students in the 2020-2021 academic year. The sample is; After the ethics committee and institution permission is obtained, students who meet the research criteria, who are informed about the purpose of the research, and who are willing to participate in the research will be formed. The randomization of the groups to the control and intervention groups in the study will be determined by lot from the list of participants in the study.
Sample including criteria;
- Over the age of 18,
- Students who did not take the Surgical Nursing course before The data in the study were presented in the "Introductory and Self-Examination Features Questionnaire" in order to describe the characteristics of the students and testicular cancer and testicular Self Examination; It will be collected with "Testicular Cancer and Testicular Self Examination Knowledge Test" and "Champion's Health Belief Model Scale".
Research Variables Dependent variables: The dependent variables of the study were the scores obtained from the knowledge test on testicular cancer and TSE, and the Champion's Health Belief Model Scale.
Independent variables: The independent variables of the research were; Introductory features such as age, marital status, personal and family history, risk perception, information status and source of information, performing TSE, frequency of examination, and barriers to not performing TSE were created.
Data Collection Process The data of the research were collected in the fall semester of the 2020-2021 Academic Year, between December 2020 and March 2021. The data collection process was carried out in two stages, before and after the education, separately for the students in Group I and Group II. After obtaining the necessary permissions, two separate classes, Group I and Group 2, were created over Microsoft teams.
Students in Group I were asked to fill out the Introductory and Characteristics Questionnaire for TSE, the "Testicular Cancer and TSE Knowledge Test" and Champion's Health Belief Model Scale" before the training. Students were asked to come prepared to the planned lesson by uploading educational materials (lecture presentation, video) through the system in accordance with the flipped learning model. Classical presentations were not made to the students, and the education was carried out in the form of question and answer discussion, in line with the Flipped Learning Model. Two weeks after the training, the students were asked to fill in the "Testicular Cancer and TSE Knowledge Test" and the Visual Analogue Scale (VAS), which includes their satisfaction with the training method. Six weeks after the training, Champion's Health Belief Model Scale" was filled.
The students in Group II were asked to fill out the Introductory and Testicular Self-Examination Questionnaire, "Testicular Cancer and Testicular Self-Examination Knowledge Test" and Champion's Health Belief Model Scale, which were prepared with google forms before the training. Afterwards, the students were given a traditional education consisting of a Powerpoint presentation, which would last 20-30 on average. In the last 10 minutes of the lesson, the questions of the students were answered. Two weeks after the training, the students were asked to fill in the "Testicular Cancer and TSE Knowledge Test" and the Visual Analog Scale (VAS) that included their satisfaction with the training method. Six weeks after the training, the "Champion's Health Belief Model Scale" was filled.
- Conditions
- Self-Examination
- Being tested
- Flipped Learning Model
- Keywords
- Testicular Cancer, Testicular Self Examination, Flipped Learning Model, Health Beliefs, Nursing students
- Medical subject headings
- Self-Examination, Testicular Neoplasms
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Flipped Learning ModelOther
Students in the intervention group will be given training on testicular cancer and testicular self-examination in accordance with the Flipped Learning Model. The students in the control group will receive the same training with the traditional method. It was aimed to examine the effect of the training given with the Flipped Learning Model on the students' knowledge levels and health beliefs about testicular cancer and self-testicular examination.
| Study group | Role | What they receive |
|---|---|---|
| control group | Experimental | The students in the control group will be filled with the Introductory and Self-Testicular Examination Characteristics Question Form, "Testicular Cancer and Self Testicular Examination Knowledge Test" and "Champion's Health Belief Model Scale", which will be prepared with Microsoft teams forms before the training. Later, the students will be given an average of 20-30 minutes of training from Powerpoint presentation and video presentation. Students' questions will be answered in the last 10 minutes. After two weeks after the training, the students will be asked to fill in the "Testicular Cancer and KKTM Knowledge Test" and a Visual Analogue Scale that includes their satisfaction with the training method. After 6 weeks, "Champion's Health Belief Model Scale" will be filled out. Receives: Other: Flipped Learning Model |
| Intervention | Experimental | Before the training, the students in the intervention group will fill the Introductory and Characteristics Question Form on "Testicular Cancer and Self Testicular Examination Knowledge Test" and "Champion's Health Belief Model Scale". Educational materials (lecture presentation, video) will be loaded on the system in accordance with the inverted learning model, and students will be asked to come prepared for the planned lesson. Classical presentations will not be made to the students, and the education will be given in the form of question and answer discussion. After two weeks after the training, the students will be asked to fill in the "Testicular Cancer and Self Testicular Examination Knowledge Test" and a Visual Analogue Scale that includes their satisfaction with the training method. After 6 weeks, "Champion's Health Belief Model Scale" will be filled. Receives: Other: Flipped Learning Model |
What is being measured
The primary outcome is the main question the study is designed to answer.
Testicular Cancer and Testicular Self Examination Knowledge Test
Testicular cancer and Testicular Self Examination knowledge test was prepared by the researchers in line with the literature. In the knowledge test, there are 17 items about the incidence of testicular cancer, risk factors, symptoms, the importance of Self-Testicular Examination in early diagnosis, the frequency of performing it and how to do it. Participants will be asked to mark the questions as true, false and do not know. Expert opinion will be taken for the content validity of the prepared knowledge test. According to the results of the content validity index, the minimum and maximum points to be taken will be determined according to the number of items in the knowledge test.
Measured: Testicular cancer and Testicular Self Examination knowledge test will be applied baseline and two weeks after the training.
Champion's Health Belief Model Scale
The Turkish reliability and validity of Champion's Health Belief Model Scale, which determines beliefs and practices for Self Testicular Examination by modifying Champion's Health Belief Model by Barnes (2000), was made by Pınar et al. (2011). The scale consists of five subscales and 26 items. Among the subscales, sensitivity: 5 items (1-5), Severity: 7 items (6-12), benefits: 3 items (13-15), barriers: 5 items (16-20) and self-efficacy: 6 items ( 21-26).
Measured: 6 weeks
Secondary outcomes (1)
Visual Analog Satisfaction Scale
Students' satisfaction with the educational method will be measured with an 11-point.Numbers between 0-10 were defined on a line, and the participants will be asked to indicate the number of satisfaction levels they feel on this line. Participants with no satisfied scored 0 and extremely satisfied participants scored 10.
Unsatisfied participants should mark 0 points, and very satisfied participants should mark 10 points.
Measured: 2 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted20 Apr 2021
- Study start21 Apr 2021
- Primary completion10 Jun 2021
- Study completion17 Jun 2021
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (10)Papers the sponsor has linked to this study.
- Other trials for Self-ExaminationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Screening
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- experimental study with pretest posttest control group
- Masking
- None (open label)
- Enrolment
- 66 participants (actual)
Sponsor and investigators
- Lead sponsor
- Eastern Mediterranean University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Sevinç Taştan, Eastern Mediterranean University
- Investigators
- Sevinc Tastan, Prof. Dr., Principal investigator, Eastern Mediterranean University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04851197
- Sponsor's protocol ID
- Dogu Akdeniz Universitesi
- Status last verified
- Sep 2021
- First submitted
- 10 Apr 2021
- Last updated
- 13 Sep 2021
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: There is not a plan to make IPD available
Publications
Le Cornet C, Lortet-Tieulent J, Forman D, Beranger R, Flechon A, Fervers B, Schuz J, Bray F. Testicular cancer incidence to rise by 25% by 2025 in Europe? Model-based predictions in 40 countries using population-based registry data. Eur J Cancer. 2014 Mar;50(4):831-9. doi: 10.1016/j.ejca.2013.11.035. Epub 2013 Dec 23.
PubMed 24369860Akar SZ, Bebis H. Evaluation of the effectiveness of testicular cancer and testicular self-examination training for patient care personnel: intervention study. Health Educ Res. 2014 Dec;29(6):966-76. doi: 10.1093/her/cyu055. Epub 2014 Sep 23.
PubMed 25248831Ugurlu Z, Akkuzu G, Karahan A, Beder A, Dogan N, Okdem S, Kav S. Testicular cancer awareness and testicular self-examination among university students. Asian Pac J Cancer Prev. 2011;12(3):695-8.
PubMed 21627366Levi F, Lucchini F, Negri E, Boyle P, La Vecchia C. Cancer mortality in Europe, 1995-1999, and an overview of trends since 1960. Int J Cancer. 2004 Jun 10;110(2):155-69. doi: 10.1002/ijc.20097.
PubMed 15069676Ugboma HA, Aburoma HL. Public awareness of testicular cancer and testicular self-examination in academic environments: a lost opportunity. Clinics (Sao Paulo). 2011;66(7):1125-8. doi: 10.1590/s1807-59322011000700001.
PubMed 21876962Betihavas V, Bridgman H, Kornhaber R, Cross M. The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education. Nurse Educ Today. 2016 Mar;38:15-21. doi: 10.1016/j.nedt.2015.12.010. Epub 2015 Dec 22.
PubMed 26804940Kim HS, Kim MY, Cho MK, Jang SJ. Effectiveness of applying flipped learning to clinical nursing practicums for nursing students in Korea: A randomized controlled trial. Int J Nurs Pract. 2017 Oct;23(5). doi: 10.1111/ijn.12574. Epub 2017 Jul 25.
PubMed 28741796Hanson J. Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice. Nurse Educ Pract. 2016 Jan;16(1):79-85. doi: 10.1016/j.nepr.2015.09.001. Epub 2015 Oct 9.
PubMed 26494304Iyigun E, Tastan S, Ayhan H, Kose G, Acikel C. Validity and reliability analysis of the planned behavior theory scale related to the testicular self-examination in a Turkish context. Postgrad Med. 2016 Jun;128(5):496-501. doi: 10.1080/00325481.2016.1182872. Epub 2016 May 10.
PubMed 27130481Akcali K, Tastan S. The effects of flipped classroom model on knowledge, behaviour and health beliefs on testicular cancer and self-examination: a randomized controlled trial study. Health Educ Res. 2023 May 22;38(3):230-240. doi: 10.1093/her/cyad007.
PubMed 36843567
Study at a glance
From the registry record, last updated by the sponsor on 13 Sep 2021. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Training on Testicular Cancer and Testicular Self Examination With Flipped Learning Model on Students' Knowledge and Health Beliefs
- ClinicalTrials.gov ID
- NCT04851197
- Acronym / sponsor ID
- Dogu Akdeniz Universitesi
- Conditions
- Self-Examination
- Keywords
- Testicular Cancer, Testicular Self Examination, Flipped Learning Model, Health Beliefs, Nursing students
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 66 participants (actual)
- Lead sponsor
- Eastern Mediterranean UniversityUniversity, hospital or other
- Study start
- 21 Apr 2021 (actual)
- Primary completion
- 10 Jun 2021 (actual)
- Study completion
- 17 Jun 2021 (actual)
- First posted
- 20 Apr 2021 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The aim of the training on testicular cancer and Testicular Self Examination is to increase the awareness of individuals and to develop health behaviors for early diagnosis. However, in the literature, it is seen that in the training studies conducted on this subject, mostly the training videos and presentations are made with the classical expression method. In this study, unlike other studies, the effect of the training given with the Flipped Learning Model on the knowledge and beliefs of male students regarding testicular cancer and Testicular Self Examination will be examined. It is thought that the results of the study to be obtained will guide health professionals in the selection of teaching models to increase the effectiveness of training activities to be planned for young adult males for the early diagnosis of testicular cancer.
Detailed description
The Flipped Learning Model is a blended learning model that aims to facilitate learning with activities such as the student's pre-lesson access to educational materials such as videos and presentations through technology, and activities such as discussion, practice and problem solving during the lesson. Flipped Learning Model can be defined as a pedagological approach centered on individual learning rather than group learning. Studies show that the Flipped Learning Model has an impact on student success and satisfaction. The Flipped Learning Model has the potential to engage nursing students to meet today's needs. The complexity of students and contemporary healthcare, especially in healthcare, calls for education reform programs such as nursing highlight the students' need for problem solving, reasoning, and applying theory to practice. It manifested itself in student-based learning and case-based learning The main purpose of this study is to examine the effect of the education about testicular cancer and Testicular Self Examination given with the Flipped Learning Model on the knowledge and health beliefs of nursing students. Another aim of the study is to examine the effect of using Flipped Learning Model on student satisfaction.
The research will be carried out in Eastern Mediterranean University, Faculty of Health Sciences, Department of Nursing in the 2020-2021 academic year. Data collection will begin after the board and institution permissions are obtained for the research.
The universe of the research; Eastern Mediterranean University, Faculty of Health Sciences, Nursing Department will constitute a total of 68 male students in the 2020-2021 academic year. The sample is; After the ethics committee and institution permission is obtained, students who meet the research criteria, who are informed about the purpose of the research, and who are willing to participate in the research will be formed. The randomization of the groups to the control and intervention groups in the study will be determined by lot from the list of participants in the study.
Sample including criteria;
- Over the age of 18,
- Students who did not take the Surgical Nursing course before The data in the study were presented in the "Introductory and Self-Examination Features Questionnaire" in order to describe the characteristics of the students and testicular cancer and testicular Self Examination; It will be collected with "Testicular Cancer and Testicular Self Examination Knowledge Test" and "Champion's Health Belief Model Scale".
Research Variables Dependent variables: The dependent variables of the study were the scores obtained from the knowledge test on testicular cancer and TSE, and the Champion's Health Belief Model Scale.
Independent variables: The independent variables of the research were; Introductory features such as age, marital status, personal and family history, risk perception, information status and source of information, performing TSE, frequency of examination, and barriers to not performing TSE were created.
Data Collection Process The data of the research were collected in the fall semester of the 2020-2021 Academic Year, between December 2020 and March 2021. The data collection process was carried out in two stages, before and after the education, separately for the students in Group I and Group II. After obtaining the necessary permissions, two separate classes, Group I and Group 2, were created over Microsoft teams.
Students in Group I were asked to fill out the Introductory and Characteristics Questionnaire for TSE, the "Testicular Cancer and TSE Knowledge Test" and Champion's Health Belief Model Scale" before the training. Students were asked to come prepared to the planned lesson by uploading educational materials (lecture presentation, video) through the system in accordance with the flipped learning model. Classical presentations were not made to the students, and the education was carried out in the form of question and answer discussion, in line with the Flipped Learning Model. Two weeks after the training, the students were asked to fill in the "Testicular Cancer and TSE Knowledge Test" and the Visual Analogue Scale (VAS), which includes their satisfaction with the training method. Six weeks after the training, Champion's Health Belief Model Scale" was filled.
The students in Group II were asked to fill out the Introductory and Testicular Self-Examination Questionnaire, "Testicular Cancer and Testicular Self-Examination Knowledge Test" and Champion's Health Belief Model Scale, which were prepared with google forms before the training. Afterwards, the students were given a traditional education consisting of a Powerpoint presentation, which would last 20-30 on average. In the last 10 minutes of the lesson, the questions of the students were answered. Two weeks after the training, the students were asked to fill in the "Testicular Cancer and TSE Knowledge Test" and the Visual Analog Scale (VAS) that included their satisfaction with the training method. Six weeks after the training, the "Champion's Health Belief Model Scale" was filled.
Study design
- Primary purpose
- Screening
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- experimental study with pretest posttest control group
| Arm | Type | Receives |
|---|---|---|
| control group | Experimental | Other: Flipped Learning ModelThe students in the control group will be filled with the Introductory and Self-Testicular Examination Characteristics Question Form, "Testicular Cancer and Self Testicular Examination Knowledge Test" and "Champion's Health Belief Model Scale", which will be prepared with Microsoft teams forms before the training. Later, the students will be given an average of 20-30 minutes of training from Powerpoint presentation and video presentation. Students' questions will be answered in the last 10 minutes. After two weeks after the training, the students will be asked to fill in the "Testicular Cancer and KKTM Knowledge Test" and a Visual Analogue Scale that includes their satisfaction with the training method. After 6 weeks, "Champion's Health Belief Model Scale" will be filled out. |
| Intervention | Experimental | Other: Flipped Learning ModelBefore the training, the students in the intervention group will fill the Introductory and Characteristics Question Form on "Testicular Cancer and Self Testicular Examination Knowledge Test" and "Champion's Health Belief Model Scale". Educational materials (lecture presentation, video) will be loaded on the system in accordance with the inverted learning model, and students will be asked to come prepared for the planned lesson. Classical presentations will not be made to the students, and the education will be given in the form of question and answer discussion. After two weeks after the training, the students will be asked to fill in the "Testicular Cancer and Self Testicular Examination Knowledge Test" and a Visual Analogue Scale that includes their satisfaction with the training method. After 6 weeks, "Champion's Health Belief Model Scale" will be filled. |
Who may qualify
- Ages
- 18 years and older
- Sex
- Male only
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- Who are over the age of 18, who has not previously received testicular cancer and testicular self-examination training Being a male nursing student
Key exclusion criteria (1 listed)
- At any stage of the study, there is a request to withdraw from the study.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Flipped Learning ModelStudents in the intervention group will be given training on testicular cancer and testicular self-examination in accordance with the Flipped Learning Model. The students in the control group will receive the same training with the traditional method. It was aimed to examine the effect of the training given with the Flipped Learning Model on the students' knowledge levels and health beliefs about testicular cancer and self-testicular examination. | Other | Intervention, control group |
Primary outcome
Testicular Cancer and Testicular Self Examination Knowledge Test
Time frame: Testicular cancer and Testicular Self Examination knowledge test will be applied baseline and two weeks after the training.
Testicular cancer and Testicular Self Examination knowledge test was prepared by the researchers in line with the literature. In the knowledge test, there are 17 items about the incidence of testicular cancer, risk factors, symptoms, the importance of Self-Testicular Examination in early diagnosis, the frequency of performing it and how to do it. Participants will be asked to mark the questions as true, false and do not know. Expert opinion will be taken for the content validity of the prepared knowledge test. According to the results of the content validity index, the minimum and maximum points to be taken will be determined according to the number of items in the knowledge test.
Champion's Health Belief Model Scale
Time frame: 6 weeks
The Turkish reliability and validity of Champion's Health Belief Model Scale, which determines beliefs and practices for Self Testicular Examination by modifying Champion's Health Belief Model by Barnes (2000), was made by Pınar et al. (2011). The scale consists of five subscales and 26 items. Among the subscales, sensitivity: 5 items (1-5), Severity: 7 items (6-12), benefits: 3 items (13-15), barriers: 5 items (16-20) and self-efficacy: 6 items ( 21-26).
1 secondary outcome
Visual Analog Satisfaction Scale
Time frame: 2 weeks
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 13 Sep 2021.
- Background: PubMed 24369860Le Cornet C, Lortet-Tieulent J, Forman D, Beranger R, Flechon A, Fervers B, Schuz J, Bray F. Testicular cancer incidence to rise by 25% by 2025 in Europe? Model-based predictions in 40 countries using population-based registry data. Eur J Cancer. 2014 Mar;50(4):831-9. doi: 10.1016/j.ejca.2013.11.035. Epub 2013 Dec 23.
- Background: PubMed 25248831Akar SZ, Bebis H. Evaluation of the effectiveness of testicular cancer and testicular self-examination training for patient care personnel: intervention study. Health Educ Res. 2014 Dec;29(6):966-76. doi: 10.1093/her/cyu055. Epub 2014 Sep 23.
- Background: PubMed 21627366Ugurlu Z, Akkuzu G, Karahan A, Beder A, Dogan N, Okdem S, Kav S. Testicular cancer awareness and testicular self-examination among university students. Asian Pac J Cancer Prev. 2011;12(3):695-8.
- Background: PubMed 15069676Levi F, Lucchini F, Negri E, Boyle P, La Vecchia C. Cancer mortality in Europe, 1995-1999, and an overview of trends since 1960. Int J Cancer. 2004 Jun 10;110(2):155-69. doi: 10.1002/ijc.20097.
- Background: PubMed 21876962Ugboma HA, Aburoma HL. Public awareness of testicular cancer and testicular self-examination in academic environments: a lost opportunity. Clinics (Sao Paulo). 2011;66(7):1125-8. doi: 10.1590/s1807-59322011000700001.
- Background: PubMed 26804940Betihavas V, Bridgman H, Kornhaber R, Cross M. The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education. Nurse Educ Today. 2016 Mar;38:15-21. doi: 10.1016/j.nedt.2015.12.010. Epub 2015 Dec 22.
- Background: PubMed 28741796Kim HS, Kim MY, Cho MK, Jang SJ. Effectiveness of applying flipped learning to clinical nursing practicums for nursing students in Korea: A randomized controlled trial. Int J Nurs Pract. 2017 Oct;23(5). doi: 10.1111/ijn.12574. Epub 2017 Jul 25.
- Background: PubMed 26494304Hanson J. Surveying the experiences and perceptions of undergraduate nursing students of a flipped classroom approach to increase understanding of drug science and its application to clinical practice. Nurse Educ Pract. 2016 Jan;16(1):79-85. doi: 10.1016/j.nepr.2015.09.001. Epub 2015 Oct 9.
- Background: PubMed 27130481Iyigun E, Tastan S, Ayhan H, Kose G, Acikel C. Validity and reliability analysis of the planned behavior theory scale related to the testicular self-examination in a Turkish context. Postgrad Med. 2016 Jun;128(5):496-501. doi: 10.1080/00325481.2016.1182872. Epub 2016 May 10.
- Derived from this study: PubMed 36843567Akcali K, Tastan S. The effects of flipped classroom model on knowledge, behaviour and health beliefs on testicular cancer and self-examination: a randomized controlled trial study. Health Educ Res. 2023 May 22;38(3):230-240. doi: 10.1093/her/cyad007.
- Individual participant dataSharing planned: No. There is not a plan to make IPD available
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Sevinc Tastan, Prof. Dr. principal investigator
Eastern Mediterranean University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Flipped Learning Model in people with Self-Examination, run by Eastern Mediterranean University at 1 site in Cyprus.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 13 Sep 2021. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Cyprus. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Testicular Cancer and Testicular Self Examination Knowledge Test (time frame: Testicular cancer and Testicular Self Examination knowledge test will be applied baseline and two weeks after the training.). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT04851197, which also lists 10 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 13 Sep 2021.