EducationARCS-VNCT06525194
An Interprofessional Education Program
A study testing Education in people with Education and Professional Role, run by Izmir Democracy University at 1 site in Turkey (Türkiye).
Trial summary
Aim: The aim of the study was to develop and implement an interprofessional education (IPE) program that will enhance healthcare students' learning through motivating them with a theme. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Education, Professional Role, Interprofessional Relations
- What is being tested?
- Education
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 25 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 2 Jul 2022to 3 Jul 2022
- 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
- All sexes
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- To be a health professional student at the undergraduate level in the Faculty of Dentistry, Medicine and Health Sciences (Nutrition and Dietetics, Nursing, Physical Therapy and Rehabilitation) at Izmir Democracy University in Turkey.
- Voluntarily participate in the training.
Who cannot join
- Being a student at universities other than Izmir Democracy University
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
İzmir Demokrasi Üniversitesi Tıp Fakültesi
Izmir, Konak, 35290
About this study
Official title: An Interprofessional Education Program Based on the ARCS-V Motivation Model on the Theme of "Chronic Disease Management and Patient Safety": An Action Research
Aim: The aim of the study was to develop and implement an interprofessional education (IPE) program that will enhance healthcare students' learning through motivating them with a theme. Methods: Undergraduate healthcare students enrolled in faculties of dentistry, medicine, and health sciences at a higher education institution in Turkey participated in this program. The program was based on the ARCS-V motivational design model, included three sessions and was hybrid. Tactics and strategies from the motivational model were used throughout the online and face-to-face training process. The Readiness for Interprofessional Learning Scale (RIPLS) was used to assess students' readiness for interprofessional education, while the ARCS-V Motivation Scale was used to assess the program. Data were analyzed using Chi-Square test, Independent t test, Wilcoxon rank test, Mann Whitney U test, and one way analysis of variance.
Read the detailed description
The IPE program titled Chronic Disease Management and Patient Safety was carried out as a hybrid (online and face-to-face) and three-session program with a focus on interprofessional communication. The program provided students interprofessional collaboration, communication, roles and responsibilities, ethics, lifelong learning, and health service delivery skills based on patient needs and teamwork.
For this program, an announcement was made through the faculties which provide healthcare education and volunteering students from the Faculties of Dentistry, Medicine and Health Sciences (Nutrition and Dietetics, Nursing, Physical Therapy and Rehabilitation) were included in the education program. A whatsapp group of volunteer students was created and used for communication and motivational strategies. The link was sent to the students ahead of time via e-mail and the whatsapp group. The tactics and strategies required by the ARCS-V Motivation Model were used throughout the whole process.
- First session: In this session, which was online and lasted for 120 minutes, the education program was introduced to the students and conceptual information was presented. Links to the sociodemographic data form and the RIPLS were shared with the students and they were asked to fill them out prior to face to-face training.
The second and third sessions were face-to-face and were comprised of two 8-hour work days. Facilitators and students participated in these sessions.
- Second session: Introductions and warm-up exercises were carried out. In the development phase of the ADDIE instructional design, four scenarios addressing "Chronic Disease Management and Patient Safety" which involved different health professionals were prepared. The participants were segmented into four study groups, each delineated by their respective professional domains.The formation of these groups was intentionally designed to include a proportional mix of professional fields relevant to each specific scenario. For example, the makeup of one scenario group included 2 medical students, 2 nursing students, 1 physiotherapy student, and 2 dentistry students. In a parallel manner, a different scenario group was arranged with 2 students from medicine, 2 from nursing, 1 from dentistry, and 2 focusing on nutrition and dietetics. This strategic grouping fostered a diverse yet balanced professional composition in each group, directly aligning with the scenario-driven learning objectives.
Two facilitators and one observer were appointed to each group. The task of the facilitators was to ensure that the scenario was read by the students and the discussion was guided by discussion questions.
Observers watched the students and facilitators and took notes on the process of conducting the guided discussion as part of the interprofessional education program.
The whole discussion process was audio- and video-recorded with the voluntary consent of the students and facilitators.
At the end of the day;
- Each group was asked to make a presentation of their achievements according to the interprofessional education competencies (roles and responsibilities, communication skills, collaborative leadership, teamwork, ethics, approach to patient needs and lifelong learning) in the scenarios they discussed.
- Each student was scored by the facilitators using the IPE evaluation form.
- Each student was given questions prepared for reflection based on the scenario they discussed and asked to submit them to the facilitators as homework within a few hours.
- In preparation for the next day, all facilitators were provided with the discussion session recordings and students' reflection assignments and were asked to prepare feedback.
- Third Session: This session was planned in a large group format including students, facilitators, and observers.
The session started with a warm-up chat. A presentation on the outcomes of the discussion were made by the student who had the role of spokesperson in each group.
The facilitators showed the discussion video segments to the whole group and gave feedback by sharing the positive ideas and the ideas that needed to be improved. They presented the content analysis of the student reflection assignments.
At the end of the session, verbal feedback was received from all participants regarding the implementation. Certificates were given to all participants.
The ARCS-V motivation model scales and the RIPLS were administered to the students.
- Conditions
- Education, Professional Role, Interprofessional Relations, Patient Safety, Acceptability of Health Care, Patient Acceptance of Health Care
- Being tested
- Education
- Keywords
- Interprofessional Education, ARCS_V Motivational Model, Medical Education, Health Professionals, Action Research, ADDIE Insctructional Design
- Medical subject headings
- Patient Acceptance of Health Care
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
EducationBehavioural
An Interprofessional Education Program Based on the ARCS-V Motivation Model on the Theme of "Chronic Disease Management and Patient Safety"
| Study group | Role | What they receive |
|---|---|---|
| Educational Intervention Group | Experimental | Participants in this group included undergraduate healthcare students from the faculties of dentistry, medicine, and health sciences at a higher education institution in Turkey. The group underwent an interprofessional education (IPE) program designed based on the ARCS-V motivational design model. The program consisted of three sessions and was delivered in a hybrid format, incorporating both online and face-to-face elements. Various tactics and strategies from the motivational model were used throughout the training process. The Readiness for Interprofessional Learning Scale (RIPLS) and the ARCS-V Motivation Scale were administered to assess the students' readiness for interprofessional education and the program's effectiveness. The educational content included scenarios, multimedia elements, messages, emails, reflection assignments, and group tasks, which aimed to enhance students' motivation, interest, and overall learning experience. Receives: Behavioral: Education |
What is being measured
The primary outcome is the main question the study is designed to answer.
The Readiness for Interprofessional Learning Scale (RIPLS)
The Readiness for Interprofessional Learning Scale (RIPLS) was developed by Parsell and Bligh (1999), revised by McFadyen et al. (2005,2009) and adapted to Turkish by Ergönül et al. This scale is a three-dimensional, five-point Likert type scale consisting of 19 items used to measure participants' attitudes towards teamwork and collaboration, professional identity, and roles and responsibilities. According to the literature, a score of 4 and above indicates increased readiness.
Measured: 2 days
ARCS-V Motivation Scale
The study utilized the ARCS-V motivation model alongside the ADDIE instructional design model. ARCS-V Motivation Design Scales, 5-point Likert type scales where higher scores indicate higher motivation, assessed the effectiveness of motivational strategies in the IPE program.
Scales Used:
Instructional Materials Motivation Survey (IMMS): Developed by Keller in 1993 and revised in 2009, this scale has 16 items focusing on attention, relevance, confidence, and satisfaction.
Course Interest Survey (CIS): Created by Keller in 1993, it also consists of 16 items, targeting the same four factors as IMMS.
Volition For Learning Scale (VFLS): Developed by Keller et al. in 2020, this 13-item scale is two-dimensional, focusing on action planning and action control, reflecting the need for motivation, volition, and self-regulation.
Measured: 2 days
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted29 Jul 2024
- Study start2 Jul 2022
- Primary completion2 Jul 2022
- Study completion3 Jul 2022
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for EducationStudies 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
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Model description
- The program was based on the ARCS-V motivational design model, included three sessions and was hybrid.
- Masking
- None (open label)
- Enrolment
- 25 participants (actual)
Sponsor and investigators
- Lead sponsor
- Izmir Democracy University
- Sponsor type
- University, hospital or other
- Collaborators
- Ege University
- Responsible party
- Principal investigator, Aysel Başer, Izmir Democracy University
- Investigators
- Aysel Baser, Asst Prof, Principal investigator, Izmir Democracy University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06525194
- Sponsor's protocol ID
- MedEdu1
- Acronym
- ARCS-V
- Status last verified
- Jul 2024
- First submitted
- 19 Jul 2024
- Last updated
- 29 Jul 2024
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 29 Jul 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- An Interprofessional Education Program Based on the ARCS-V Motivation Model on the Theme of "Chronic Disease Management and Patient Safety": An Action Research
- ClinicalTrials.gov ID
- NCT06525194
- Acronym / sponsor ID
- ARCS-V / MedEdu1
- Conditions
- Education, Professional Role, Interprofessional Relations, Patient Safety, Acceptability of Health Care, Patient Acceptance of Health Care
- Keywords
- Interprofessional Education, ARCS_V Motivational Model, Medical Education, Health Professionals, Action Research, ADDIE Insctructional Design
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 25 participants (actual)
- Lead sponsor
- Izmir Democracy UniversityUniversity, hospital or other
- Collaborators
- Ege University
- Study start
- 2 Jul 2022 (actual)
- Primary completion
- 2 Jul 2022 (actual)
- Study completion
- 3 Jul 2022 (actual)
- First posted
- 29 Jul 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.
Aim: The aim of the study was to develop and implement an interprofessional education (IPE) program that will enhance healthcare students' learning through motivating them with a theme. Methods: Undergraduate healthcare students enrolled in faculties of dentistry, medicine, and health sciences at a higher education institution in Turkey participated in this program. The program was based on the ARCS-V motivational design model, included three sessions and was hybrid. Tactics and strategies from the motivational model were used throughout the online and face-to-face training process. The Readiness for Interprofessional Learning Scale (RIPLS) was used to assess students' readiness for interprofessional education, while the ARCS-V Motivation Scale was used to assess the program. Data were analyzed using Chi-Square test, Independent t test, Wilcoxon rank test, Mann Whitney U test, and one way analysis of variance.
Detailed description
The IPE program titled Chronic Disease Management and Patient Safety was carried out as a hybrid (online and face-to-face) and three-session program with a focus on interprofessional communication. The program provided students interprofessional collaboration, communication, roles and responsibilities, ethics, lifelong learning, and health service delivery skills based on patient needs and teamwork.
For this program, an announcement was made through the faculties which provide healthcare education and volunteering students from the Faculties of Dentistry, Medicine and Health Sciences (Nutrition and Dietetics, Nursing, Physical Therapy and Rehabilitation) were included in the education program. A whatsapp group of volunteer students was created and used for communication and motivational strategies. The link was sent to the students ahead of time via e-mail and the whatsapp group. The tactics and strategies required by the ARCS-V Motivation Model were used throughout the whole process.
- First session: In this session, which was online and lasted for 120 minutes, the education program was introduced to the students and conceptual information was presented. Links to the sociodemographic data form and the RIPLS were shared with the students and they were asked to fill them out prior to face to-face training.
The second and third sessions were face-to-face and were comprised of two 8-hour work days. Facilitators and students participated in these sessions.
- Second session: Introductions and warm-up exercises were carried out. In the development phase of the ADDIE instructional design, four scenarios addressing "Chronic Disease Management and Patient Safety" which involved different health professionals were prepared. The participants were segmented into four study groups, each delineated by their respective professional domains.The formation of these groups was intentionally designed to include a proportional mix of professional fields relevant to each specific scenario. For example, the makeup of one scenario group included 2 medical students, 2 nursing students, 1 physiotherapy student, and 2 dentistry students. In a parallel manner, a different scenario group was arranged with 2 students from medicine, 2 from nursing, 1 from dentistry, and 2 focusing on nutrition and dietetics. This strategic grouping fostered a diverse yet balanced professional composition in each group, directly aligning with the scenario-driven learning objectives.
Two facilitators and one observer were appointed to each group. The task of the facilitators was to ensure that the scenario was read by the students and the discussion was guided by discussion questions.
Observers watched the students and facilitators and took notes on the process of conducting the guided discussion as part of the interprofessional education program.
The whole discussion process was audio- and video-recorded with the voluntary consent of the students and facilitators.
At the end of the day;
- Each group was asked to make a presentation of their achievements according to the interprofessional education competencies (roles and responsibilities, communication skills, collaborative leadership, teamwork, ethics, approach to patient needs and lifelong learning) in the scenarios they discussed.
- Each student was scored by the facilitators using the IPE evaluation form.
- Each student was given questions prepared for reflection based on the scenario they discussed and asked to submit them to the facilitators as homework within a few hours.
- In preparation for the next day, all facilitators were provided with the discussion session recordings and students' reflection assignments and were asked to prepare feedback.
- Third Session: This session was planned in a large group format including students, facilitators, and observers.
The session started with a warm-up chat. A presentation on the outcomes of the discussion were made by the student who had the role of spokesperson in each group.
The facilitators showed the discussion video segments to the whole group and gave feedback by sharing the positive ideas and the ideas that needed to be improved. They presented the content analysis of the student reflection assignments.
At the end of the session, verbal feedback was received from all participants regarding the implementation. Certificates were given to all participants.
The ARCS-V motivation model scales and the RIPLS were administered to the students.
Study design
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
- Model description
- The program was based on the ARCS-V motivational design model, included three sessions and was hybrid.
| Arm | Type | Receives |
|---|---|---|
| Educational Intervention Group | Experimental | Behavioral: EducationParticipants in this group included undergraduate healthcare students from the faculties of dentistry, medicine, and health sciences at a higher education institution in Turkey. The group underwent an interprofessional education (IPE) program designed based on the ARCS-V motivational design model. The program consisted of three sessions and was delivered in a hybrid format, incorporating both online and face-to-face elements. Various tactics and strategies from the motivational model were used throughout the training process. The Readiness for Interprofessional Learning Scale (RIPLS) and the ARCS-V Motivation Scale were administered to assess the students' readiness for interprofessional education and the program's effectiveness. The educational content included scenarios, multimedia elements, messages, emails, reflection assignments, and group tasks, which aimed to enhance students' motivation, interest, and overall learning experience. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (2 listed)
- To be a health professional student at the undergraduate level in the Faculty of Dentistry, Medicine and Health Sciences (Nutrition and Dietetics, Nursing, Physical Therapy and Rehabilitation) at Izmir Democracy University in Turkey.
- Voluntarily participate in the training.
Key exclusion criteria (1 listed)
- Being a student at universities other than Izmir Democracy University
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 |
|---|---|---|
| EducationAn Interprofessional Education Program Based on the ARCS-V Motivation Model on the Theme of "Chronic Disease Management and Patient Safety" | Behavioural | Educational Intervention Group |
Primary outcome
The Readiness for Interprofessional Learning Scale (RIPLS)
Time frame: 2 days
The Readiness for Interprofessional Learning Scale (RIPLS) was developed by Parsell and Bligh (1999), revised by McFadyen et al. (2005,2009) and adapted to Turkish by Ergönül et al. This scale is a three-dimensional, five-point Likert type scale consisting of 19 items used to measure participants' attitudes towards teamwork and collaboration, professional identity, and roles and responsibilities. According to the literature, a score of 4 and above indicates increased readiness.
ARCS-V Motivation Scale
Time frame: 2 days
The study utilized the ARCS-V motivation model alongside the ADDIE instructional design model. ARCS-V Motivation Design Scales, 5-point Likert type scales where higher scores indicate higher motivation, assessed the effectiveness of motivational strategies in the IPE program. Scales Used: Instructional Materials Motivation Survey (IMMS): Developed by Keller in 1993 and revised in 2009, this scale has 16 items focusing on attention, relevance, confidence, and satisfaction. Course Interest Survey (CIS): Created by Keller in 1993, it also consists of 16 items, targeting the same four factors as IMMS. Volition For Learning Scale (VFLS): Developed by Keller et al. in 2020, this 13-item scale is two-dimensional, focusing on action planning and action control, reflecting the need for motivation, volition, and self-regulation.
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 29 Jul 2024.
- Individual participant dataSharing planned: No
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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.
Aysel Baser, Asst Prof principal investigator
Izmir Democracy 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 Education in people with Education and Professional Role, run by Izmir Democracy 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 2 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 29 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?
The Readiness for Interprofessional Learning Scale (RIPLS) (time frame: 2 days). 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?
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 29 Jul 2024.