Midwifery StudentsNCT06321315
The Effect of Case-based Teaching on Midwifery Undergraduate Students
A study testing Case-based instruction in people with Midwifery Students, run by Kahramanmaras Sutcu Imam University at 1 site in Turkey (Türkiye).
Trial summary
Case-based teaching will be applied to second year midwifery undergraduate students. The intervention group (case-based teaching implementation group) and the control group each consist of 35 students. Read more about this study
- Who is it for?
- Ages 18 to 45 years, women onlyHealthy volunteers can take part
- Conditions the study is for
- Midwifery Students
- What is being tested?
- Case-based instruction
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 72 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 19 Mar 2024to 30 Apr 2024
- 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 to 45 years
- Women only
- Healthy volunteers accepted
- Adult
Who may be able to join
- Who agreed to participate in the research,
- 2nd year midwifery student taking the "Risky Pregnancy and Care" course,
- No clinical experience in hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases (Health Vocational High School Graduate etc.).
Who cannot join
- Incomplete completion of data collection forms,
- Not participating in all case-based teaching phases,
- Who want to leave the study,
- Working as a midwife in any health institution,
- Who have taken this course before.
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Kahramanmaras Sutcu Imam University
Kahramanmaraş, Kahramanmaraş, 46050
About this study
Official title: The Effect of Case-based Teaching on Critical Thinking Motivation, Motivation and Knowledge Acquisition in Midwifery Undergraduate Students
Case-based teaching will be applied to second year midwifery undergraduate students. The intervention group (case-based teaching implementation group) and the control group each consist of 35 students.
Read the detailed description
Materials and Methods: The randomized controlled study will be conducted between March-April 2024 with 70 students (35 intervention group and 35 control group) who are studying in the second year of Kahramanmaraş Sütçü İmam University, Faculty of Health Sciences, Department of Midwifery and taking the risky pregnancy and care course for the first time. Case-based teaching will be applied to the students in the intervention group. The students will be informed about the method to be followed in the study, the voluntary information form will be read to those who want to participate in the study, and their verbal and written permissions will be obtained. "Student Information Form", "Critical Thinking Motivation Scale", "Academic Motivation Scale" and "Knowledge Assessment Form" will be applied to the students as pre-test data with face-to-face method before the classical theoretical education in the classroom. Classical in-class theoretical education will be given to all students on the most frequently encountered risky pregnancy diagnoses such as hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases. In the intervention group, the cases prepared on the basis of the subject taught to the students after each subject will be applied after the theoretical teaching of each subject within the scope of the Risky Pregnancy and Care course. The application will take place on different days, in 4 sessions and in each session, case-based teaching will be done for different topics. Each application is expected to last approximately 60-100 minutes. The cases in question were created by the researchers by reviewing the literature. The students in the control group will not be given any application after the classical theoretical education in the classroom. "Student Information Form (13th and 14th questions)", "Critical Thinking Motivation Scale", "Academic Motivation Scale", "Knowledge Assessment Form" and "Visual Comparison Scale" will be applied to all students as post-test data after the case-based instruction of four subjects.
- Conditions
- Midwifery Students
- Being tested
- Case-based instruction
- Keywords
- Case discussion, Motivation, Critical thinking, Obtaining information, Midwifery, Student
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Case-based instructionBehavioural
Case-based instruction will be applied to the students in the intervention group. "Student Information Form", "Critical Thinking Motivation Scale", "Academic Motivation Scale" and "Knowledge Assessment Form" will be . All students will receive classical in-class theoretical education about such as hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases. In the intervention group, after the theoretical teaching of each subject within the scope of the Risky Pregnancy and Care course, cases prepared on the basis of the subject taught to the students will be applied. "Student Information Form (13th and 14th questions)", "Critical Thinking Motivation Scale", "Academic Motivation Scale", "Knowledge Assessment Form" and "Visual Comparison Scale" will be applied to all students as post-test data after case-based teaching of four topics.
| Study group | Role | What they receive |
|---|---|---|
| Intervention group (Case-based instruction group) | Experimental | Case-based teaching will be provided to second-year students who take the risky pregnancy and care course for the first time, who are included in the case-based teaching group by randomization method. Receives: Behavioral: Case-based instruction |
| Control | No intervention | The control group is the group in which no intervention was made. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Determination of Critical Thinking Motivation
The Critical Thinking Motivation Scale (CTMS) consists of 19 items and is rated on a Likert-type scale from 1 to 6. It has two main sub-dimensions as "expectancy" and "value". Consisting of 4 items, the main sub-dimension "expectation" aims to measure individuals' perceptions of the possibility of accomplishing the tasks. The second main sub-dimension, "value", has 15 items. The main sub-dimension "Value" consists of "achievement" (4 items), "usefulness" (4 items), "intrinsic value/interest value" (4 items) and "compensation" (3 items) The first sub-dimension of the main sub-dimension "Value", "achievement", measures the importance of doing a task well; "intrinsic value" measures the pleasure derived from doing a task; "usefulness" refers to how a task fits with one's future plans; "cost" refers to the constraint that engaging in an activity places on other activities, the evaluation of how much effort is required to complete the activity, and the emotional cost of doing so.
Measured: At the first interview, the Critical Thinking Motivation Scale was applied to all students in both groups as a pre-test
Determination of Critical Thinking Motivation
The Critical Thinking Motivation Scale (CTMS) consists of 19 items and is rated on a Likert-type scale from 1 to 6. It has two main sub-dimensions as "expectancy" and "value". Consisting of 4 items, the main sub-dimension "expectation" aims to measure individuals' perceptions of the possibility of accomplishing the tasks. The second main sub-dimension, "value", has 15 items. The main sub-dimension "Value" consists of "achievement" (4 items), "usefulness" (4 items), "intrinsic value/interest value" (4 items) and "compensation" (3 items) The first sub-dimension of the main sub-dimension "Value", "achievement", measures the importance of doing a task well; "intrinsic value" measures the pleasure derived from doing a task; "usefulness" refers to how a task fits with one's future plans; "cost" refers to the constraint that engaging in an activity places on other activities, the evaluation of how much effort is required to complete the activity, and the emotional cost of doing so.
Measured: Four weeks after the first interview, the Critical Thinking Motivation Scale is administered as a pre-test to all students in both groups.
Secondary outcomes (6)
Determining the level of Academic Motivation
The academic motivation scale was developed by Bozanoğlu in 2004. Consisting of 20 items, the scale is 5-point Likert type. Students mark the items according to their suitability (1= Absolutely not suitable, 5= Absolutely suitable). The score range in the scale is 20-100. The higher the score on the scale, the higher the academic motivation of the individual.
Measured: At the first interview, the Academic motivation scale was applied to all students in both groups as a pre-test
Determining the level of Academic Motivation
The academic motivation scale was developed by Bozanoğlu in 2004. Consisting of 20 items, the scale is 5-point Likert type. Students mark the items according to their suitability (1= Absolutely not suitable, 5= Absolutely suitable). The score range in the scale is 20-100. The higher the score on the scale, the higher the academic motivation of the individual.
Measured: Four weeks after the first interview, the Academic motivation scale is administered as a pre-test to all students in both groups.
Determining the status of access to information
It is a multiple-choice questionnaire form created by the researchers after an extensive literature review in order to evaluate the knowledge of the students taking the Risky Pregnancy and Care course about the topics taught in case-based teaching. This question form was created in line with the learning objectives of the "Risky Pregnancy and Care" course. The draft form was revised after the expert opinion evaluation of the case examples and appropriate corrections and additions were made. After the revision of the case examples, the draft form of the revised information assessment form was submitted to the experts in the field of midwifery for evaluation in terms of comprehensibility, inclusiveness, expression and language. After the necessary revision, it will be applied as a multiple-choice pre- and post-test. The highest score of the form is 100 and the lowest score is 0 (max=100, min=0).
Measured: At the first interview, the information assessment form was applied to all students in both groups as a pre-test
Determining the status of access to information
It is a multiple-choice questionnaire form created by the researchers after an extensive literature review in order to evaluate the knowledge of the students taking the Risky Pregnancy and Care course about the topics taught in case-based teaching. This question form was created in line with the learning objectives of the "Risky Pregnancy and Care" course. The draft form was revised after the expert opinion evaluation of the case examples and appropriate corrections and additions were made. After the revision of the case examples, the draft form of the revised information assessment form was submitted to the experts in the field of midwifery for evaluation in terms of comprehensibility, inclusiveness, expression and language. After the necessary revision, it will be applied as a multiple-choice pre- and post-test. The highest score of the form is 100 and the lowest score is 0 (max=100, min=0).
Measured: Four weeks after the first interview, the information assessment form is administered as a pre-test to all students in both groups.
Evaluation of satisfaction with the training methods used and the effect of training methods on perceptions of competence during clinical practice
It was used to assess students' satisfaction with the training methods used and the effect of the training methods on their perception of competence during clinical practice. In the scale, 0 means "not at all satisfied" and 10 means "very satisfied".
Measured: At the first interview, the Visual Comparison Scale was applied to all students in both groups as a pre-test
Evaluation of satisfaction with the training methods used and the effect of training methods on perceptions of competence during clinical practice
It was used to assess students' satisfaction with the training methods used and the effect of the training methods on their perception of competence during clinical practice. In the scale, 0 means "not at all satisfied" and 10 means "very satisfied".
Measured: Four weeks after the first interview, the Visual Comparison Scale is administered as a pre-test to all students in both groups.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted20 Mar 2024
- Study start19 Mar 2024
- Primary completion30 Apr 2024
- Study completion30 Apr 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Midwifery StudentsStudies 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
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Intervention group (Case-based instruction group) Control group
- Masking
- None (open label)
- Enrolment
- 72 participants (actual)
Sponsor and investigators
- Lead sponsor
- Kahramanmaras Sutcu Imam University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Esra KARATAŞ OKYAY, Kahramanmaras Sutcu Imam University
- Investigators
- Esra KARATAŞ OKYAY, PhD, Principal investigator, Kahramanmaras Sutcu Imam University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06321315
- Sponsor's protocol ID
- KSUESRAKARATASOKYAY006
- Status last verified
- Jul 2024
- First submitted
- 14 Mar 2024
- Last updated
- 9 Jul 2024
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: we don't share individual participant data with other researchers
Publications
Gholami M, Changaee F, Karami K, Shahsavaripour Z, Veiskaramian A, Birjandi M. Effects of multiepisode case-based learning (CBL) on problem-solving ability and learning motivation of nursing students in an emergency care course. J Prof Nurs. 2021 May-Jun;37(3):612-619. doi: 10.1016/j.profnurs.2021.02.010. Epub 2021 Mar 2.
PubMed 34016321
Study at a glance
From the registry record, last updated by the sponsor on 9 Jul 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Case-based Teaching on Critical Thinking Motivation, Motivation and Knowledge Acquisition in Midwifery Undergraduate Students
- ClinicalTrials.gov ID
- NCT06321315
- Acronym / sponsor ID
- KSUESRAKARATASOKYAY006
- Conditions
- Midwifery Students
- Keywords
- Case discussion, Motivation, Critical thinking, Obtaining information, Midwifery, Student
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 72 participants (actual)
- Lead sponsor
- Kahramanmaras Sutcu Imam UniversityUniversity, hospital or other
- Study start
- 19 Mar 2024 (actual)
- Primary completion
- 30 Apr 2024 (actual)
- Study completion
- 30 Apr 2024 (actual)
- First posted
- 20 Mar 2024 (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.
Case-based teaching will be applied to second year midwifery undergraduate students. The intervention group (case-based teaching implementation group) and the control group each consist of 35 students.
Detailed description
Materials and Methods: The randomized controlled study will be conducted between March-April 2024 with 70 students (35 intervention group and 35 control group) who are studying in the second year of Kahramanmaraş Sütçü İmam University, Faculty of Health Sciences, Department of Midwifery and taking the risky pregnancy and care course for the first time. Case-based teaching will be applied to the students in the intervention group. The students will be informed about the method to be followed in the study, the voluntary information form will be read to those who want to participate in the study, and their verbal and written permissions will be obtained. "Student Information Form", "Critical Thinking Motivation Scale", "Academic Motivation Scale" and "Knowledge Assessment Form" will be applied to the students as pre-test data with face-to-face method before the classical theoretical education in the classroom. Classical in-class theoretical education will be given to all students on the most frequently encountered risky pregnancy diagnoses such as hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases. In the intervention group, the cases prepared on the basis of the subject taught to the students after each subject will be applied after the theoretical teaching of each subject within the scope of the Risky Pregnancy and Care course. The application will take place on different days, in 4 sessions and in each session, case-based teaching will be done for different topics. Each application is expected to last approximately 60-100 minutes. The cases in question were created by the researchers by reviewing the literature. The students in the control group will not be given any application after the classical theoretical education in the classroom. "Student Information Form (13th and 14th questions)", "Critical Thinking Motivation Scale", "Academic Motivation Scale", "Knowledge Assessment Form" and "Visual Comparison Scale" will be applied to all students as post-test data after the case-based instruction of four subjects.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Intervention group (Case-based instruction group) Control group
| Arm | Type | Receives |
|---|---|---|
| Intervention group (Case-based instruction group) | Experimental | Behavioral: Case-based instructionCase-based teaching will be provided to second-year students who take the risky pregnancy and care course for the first time, who are included in the case-based teaching group by randomization method. |
| Control | No intervention | –The control group is the group in which no intervention was made. |
Who may qualify
- Ages
- 18 to 45 years
- Sex
- Female only
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (3 listed)
- Who agreed to participate in the research,
- 2nd year midwifery student taking the "Risky Pregnancy and Care" course,
- No clinical experience in hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases (Health Vocational High School Graduate etc.).
Key exclusion criteria (5 listed)
- Incomplete completion of data collection forms,
- Not participating in all case-based teaching phases,
- Who want to leave the study,
- Working as a midwife in any health institution,
- Who have taken this course before.
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 |
|---|---|---|
| Case-based instructionCase-based instruction will be applied to the students in the intervention group. "Student Information Form", "Critical Thinking Motivation Scale", "Academic Motivation Scale" and "Knowledge Assessment Form" will be . All students will receive classical in-class theoretical education about such as hemorrhages, hyperemesis gravidarum, oligohydramnios and urinary system diseases. In the intervention group, after the theoretical teaching of each subject within the scope of the Risky Pregnancy and Care course, cases prepared on the basis of the subject taught to the students will be applied. "Student Information Form (13th and 14th questions)", "Critical Thinking Motivation Scale", "Academic Motivation Scale", "Knowledge Assessment Form" and "Visual Comparison Scale" will be applied to all students as post-test data after case-based teaching of four topics. | Behavioural | Intervention group (Case-based instruction group) |
Primary outcome
Determination of Critical Thinking Motivation
Time frame: At the first interview, the Critical Thinking Motivation Scale was applied to all students in both groups as a pre-test
The Critical Thinking Motivation Scale (CTMS) consists of 19 items and is rated on a Likert-type scale from 1 to 6. It has two main sub-dimensions as "expectancy" and "value". Consisting of 4 items, the main sub-dimension "expectation" aims to measure individuals' perceptions of the possibility of accomplishing the tasks. The second main sub-dimension, "value", has 15 items. The main sub-dimension "Value" consists of "achievement" (4 items), "usefulness" (4 items), "intrinsic value/interest value" (4 items) and "compensation" (3 items) The first sub-dimension of the main sub-dimension "Value", "achievement", measures the importance of doing a task well; "intrinsic value" measures the pleasure derived from doing a task; "usefulness" refers to how a task fits with one's future plans; "cost" refers to the constraint that engaging in an activity places on other activities, the evaluation of how much effort is required to complete the activity, and the emotional cost of doing so.
Determination of Critical Thinking Motivation
Time frame: Four weeks after the first interview, the Critical Thinking Motivation Scale is administered as a pre-test to all students in both groups.
The Critical Thinking Motivation Scale (CTMS) consists of 19 items and is rated on a Likert-type scale from 1 to 6. It has two main sub-dimensions as "expectancy" and "value". Consisting of 4 items, the main sub-dimension "expectation" aims to measure individuals' perceptions of the possibility of accomplishing the tasks. The second main sub-dimension, "value", has 15 items. The main sub-dimension "Value" consists of "achievement" (4 items), "usefulness" (4 items), "intrinsic value/interest value" (4 items) and "compensation" (3 items) The first sub-dimension of the main sub-dimension "Value", "achievement", measures the importance of doing a task well; "intrinsic value" measures the pleasure derived from doing a task; "usefulness" refers to how a task fits with one's future plans; "cost" refers to the constraint that engaging in an activity places on other activities, the evaluation of how much effort is required to complete the activity, and the emotional cost of doing so.
6 secondary outcomes
Determining the level of Academic Motivation
Time frame: At the first interview, the Academic motivation scale was applied to all students in both groups as a pre-test
Determining the level of Academic Motivation
Time frame: Four weeks after the first interview, the Academic motivation scale is administered as a pre-test to all students in both groups.
Determining the status of access to information
Time frame: At the first interview, the information assessment form was applied to all students in both groups as a pre-test
Determining the status of access to information
Time frame: Four weeks after the first interview, the information assessment form is administered as a pre-test to all students in both groups.
Evaluation of satisfaction with the training methods used and the effect of training methods on perceptions of competence during clinical practice
Time frame: At the first interview, the Visual Comparison Scale was applied to all students in both groups as a pre-test
Evaluation of satisfaction with the training methods used and the effect of training methods on perceptions of competence during clinical practice
Time frame: Four weeks after the first interview, the Visual Comparison Scale is administered as a pre-test to all students in both groups.
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 9 Jul 2024.
- Background: PubMed 34016321Gholami M, Changaee F, Karami K, Shahsavaripour Z, Veiskaramian A, Birjandi M. Effects of multiepisode case-based learning (CBL) on problem-solving ability and learning motivation of nursing students in an emergency care course. J Prof Nurs. 2021 May-Jun;37(3):612-619. doi: 10.1016/j.profnurs.2021.02.010. Epub 2021 Mar 2.
- Related InfoLink provided by the sponsor.
- Individual participant dataSharing planned: No. we don't share individual participant data with other researchers
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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.
Esra KARATAŞ OKYAY, PhD principal investigator
Kahramanmaras Sutcu Imam 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 Case-based instruction in people with Midwifery Students, run by Kahramanmaras Sutcu Imam University at 1 site in Turkey (Türkiye).
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 3 inclusion and 5 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 9 Jul 2024. 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 Turkey (Türkiye). 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?
Determination of Critical Thinking Motivation (time frame: At the first interview, the Critical Thinking Motivation Scale was applied to all students in both groups as a pre-test). 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 NCT06321315, which also lists 1 linked publication.
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 9 Jul 2024.