Disaster Medicine Education and Preparedness Among Medical StudentsDM-Course RCTNCT07293572
Disaster Medicine Training for Pre-Clinical Medical Students at the University of Tripoli, Libya
A study testing Structured Disaster Medicine Training Program in people with Disaster Medicine Education and Preparedness Among Medical Students and Disaster Medicine Knowledge and Skills Training for Pre-clinical Medical Students, run by University of Tripoli at 1 site in Libya.
Trial summary
Libya has faced several natural and human-made disasters in recent years, highlighting the need to strengthen disaster preparedness and response capacity. Storm Daniel in Derna in 2023 caused severe flooding, loss of life, and large-scale displacement. Read more about this study
- Who is it for?
- Ages 18 to 24 yearsHealthy volunteers can take part
- Conditions the study is for
- Disaster Medicine Education and Preparedness Among Medical Students, Disaster Medicine Knowledge and Skills Training for Pre-clinical Medical Students, Disaster and Emergency Medicine Education and Preparedness Among Pre-clinical Medical Students
- What is being tested?
- Structured Disaster Medicine Training Program
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 166 participants
- Where
- 1 siteLibya
- Study dates
- 22 Oct 2025to 14 Jan 2026
- 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 24 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Pre-clinical medical students enrolled at the Faculty of Medicine, University of Tripoli.
- Aged 18 to 24 years.
- Able and willing to provide written informed consent.
- Not previously enrolled in any formal disaster medicine or emergency response training course.
- Available to attend the required training sessions and assessment activities, including the baseline knowledge test, mid-training knowledge test, and Objective Structured Clinical Examination (OSCE).
Who cannot join
- Students who have previously received structured training in disaster medicine or emergency response.
- Students currently participating in another educational or training program that may influence disaster preparedness outcomes.
- Students with conditions that prevent participation in simulation-based training or Objective Structured Clinical Examination (OSCE) activities, such as inability to perform required practical tasks.
- Students who refuse or are unable to provide written informed consent.
Trial locations and contacts
1 site in 1 country.
Libya1 site
Faculty of Medicine, University of Tripoli
Tripoli
About this study
Official title: "The Impact of Specialized Training Course on Pre-clinical Medical Students' in Tripoli University , Performance in Disaster Medicine: A Randomized Controlled Trial"
Libya has faced several natural and human-made disasters in recent years, highlighting the need to strengthen disaster preparedness and response capacity. Storm Daniel in Derna in 2023 caused severe flooding, loss of life, and large-scale displacement. Other Libyan communities have also been affected by floods, water-related hazards, armed conflict, landmines, and unexploded ordnance. These events show the vulnerability of local communities and the need for structured disaster medicine education, especially among medical students who may contribute to emergency response in future crises.
This study evaluates the effectiveness of a structured disaster medicine training program for pre-clinical medical students at the Faculty of Medicine, University of Tripoli. The program includes both theoretical and practical components delivered by university faculty with experience in clinical skills and emergency response, together with members of the Libyan Red Crescent who have extensive field experience in disasters and emergencies. Training topics include disaster concepts, disaster response, first aid, psychological support, emergency communication and coordination, prevention of disease outbreaks, volunteer safety, environmental sanitation, landmine and war-remnant awareness, and safe and respectful management of deceased persons.
Read more
The study uses a Randomized Controlled Trial (RCT) design. Eligible students are assigned to either an intervention group, which receives the disaster medicine training, or a control group, which does not receive the training during the study period. The intervention group receives approximately 20 to 30 hours of structured training. Learning outcomes are assessed using a baseline knowledge test, a mid-training test, and an Objective Structured Clinical Examination (OSCE). The OSCE scenarios are reviewed by emergency physicians, disaster medicine experts, and university faculty. Student assessments are scored using coded identifiers to reduce bias and protect participant confidentiality.
The main aim of this study is to determine whether structured disaster medicine training improves knowledge, practical skills, and readiness among pre-clinical medical students. The findings may help guide improvements in medical education in Libya and may also provide a useful model for disaster preparedness training in other resource-limited or conflict-affected settings.
Read the detailed description
This completed Randomized Controlled Trial (RCT) evaluated the effect of a structured disaster medicine training program on knowledge, practical skills, confidence, and readiness among pre-clinical medical students at the Faculty of Medicine, University of Tripoli.
The study was designed in response to the need for stronger disaster medicine education in undergraduate medical training. Libya has experienced several natural and human-made emergencies in recent years. Storm Daniel caused severe flooding and major loss of life in Derna in 2023. Other Libyan communities, including Tarhuna and Zliten, have also been affected by floods and water-related hazards. In addition, armed conflict, displacement, landmine hazards, and unexploded ordnance continue to create important public health and emergency response challenges. These events highlight the need to prepare future physicians with basic disaster response competencies before clinical practice.
Eligible pre-clinical medical students were randomly assigned to either an intervention group or a control group. The intervention group received the structured disaster medicine training before the study assessments, while the control group received delayed training after completion of the study assessments. This design allowed all participants to benefit from the training while maintaining a valid comparison between groups during the assessment period.
The training program included approximately 20 to 30 hours of theoretical and practical sessions. Sessions were delivered by university faculty with experience in clinical skills and emergency response, together with trainers from the Libyan Red Crescent who had extensive field experience in disaster and emergency response.
The training covered core topics in disaster medicine, including disaster concepts, disaster response systems, first aid, psychological support, communication and coordination during emergencies, prevention of disease outbreaks, volunteer safety, environmental sanitation, landmine and war-remnant awareness, and safe and respectful management of deceased persons.
The main objectives of the study were to assess baseline disaster medicine knowledge and preparedness among pre-clinical medical students, evaluate the effect of structured disaster medicine training on theoretical knowledge, evaluate practical skills using Objective Structured Clinical Examination (OSCE) scenarios, assess students' confidence and readiness to participate in emergency response, and provide recommendations for integrating disaster medicine training into the undergraduate medical curriculum in Libya.
Study outcomes were assessed using a baseline knowledge test, a mid-training knowledge test, and an Objective Structured Clinical Examination (OSCE). The OSCE scenarios were reviewed by emergency physicians, disaster medicine experts, and university faculty. The study used a double-masked assessment approach. Participants were not informed of their group allocation during the assessment period, and outcome assessors scored the knowledge tests and OSCE stations using coded identifiers without access to group allocation. Investigators involved in outcome assessment and data handling were also masked to group allocation where operationally feasible.
Participation was voluntary. Written informed consent was obtained from all participants before enrollment, including consent for participation in the training and assessment process and for the use of their anonymized data for scientific research purposes. Participants were informed that they could withdraw at any time without penalty. Additional participant information was collected at each assessment point as required for study follow-up, while confidentiality was protected through coded identifiers. Data were analyzed anonymously.
Practical training activities and OSCE scenarios were conducted under supervision to minimize risk and ensure participant safety. The study followed approved ethical procedures and standard research principles for studies involving student participants.
The study aimed to determine whether structured disaster medicine training can improve disaster-related knowledge, practical response skills, confidence, and readiness among pre-clinical medical students. The findings may support future integration of disaster medicine training into medical education in Libya and similar resource-limited or conflict-affected settings.
- Conditions
- Disaster Medicine Education and Preparedness Among Medical Students, Disaster Medicine Knowledge and Skills Training for Pre-clinical Medical Students, Disaster and Emergency Medicine Education and Preparedness Among Pre-clinical Medical Students
- Being tested
- Structured Disaster Medicine Training Program
- Keywords
- medical education, pre-clinical students, RCT, training program, Libya, University of Tripoli, Tripoli, Disaster medicine, Emergency medicine
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Structured Disaster Medicine Training ProgramBehavioural
Also called Disaster and Emergency Medicine Training Course
The intervention is a structured disaster medicine training program for pre-clinical medical students. It combines theoretical teaching and supervised practical sessions delivered by university clinical skills instructors and experienced Libyan Red Crescent trainers. The curriculum covers disaster concepts, emergency response systems, first aid, psychological support, emergency communication and coordination, outbreak prevention, volunteer safety, environmental sanitation, landmine and war-remnant awareness, and safe and respectful management of deceased persons. Training is delivered over approximately 20 to 30 hours using lectures, case-based scenarios, supervised skills practice, and standardized educational materials. Learning is assessed using baseline and mid-training knowledge tests and an Objective Structured Clinical Examination (OSCE), with scenarios reviewed by emergency physicians, disaster medicine experts, and university faculty.
| Study group | Role | What they receive |
|---|---|---|
| Immediate Disaster Medicine Training | Experimental | Participants will receive the Specialized Training Course in Disaster and Emergency Medicine (lectures + skills sessions).
Educational Intervention → Disaster and Emergency Medicine Specialized Training Course Receives: Behavioral: Structured Disaster Medicine Training Program |
| Delayed Disaster Medicine Training Control | No intervention | Participants will not receive the Specialized Training Course before the post-test. They will continue their routine academic activities. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in disaster medicine knowledge score
Assessment of participants' knowledge in disaster and emergency medicine using a validated written test covering disaster response, first aid, communication, outbreak prevention, psychological support, and safety principles. Scores from the intervention group will be compared to the control group at baseline and immediately after completion of the training. Improvement in mean score indicates higher effectiveness of the intervention.
Measured: Baseline (pre-test) and immediately post-intervention.
Secondary outcomes (2)
Performance in OSCE (Objective Structured Clinical Examination)
Evaluation of practical disaster-response skills using standardized OSCE stations validated by emergency medicine specialists. Stations include first aid, communication, triage, psychological support, and safety procedures. Examiners are blinded to group allocation.
Measured: Within 1 week after completion of the training.
Self-reported disaster preparedness and confidence
Student self-assessment using a structured Likert-scale questionnaire measuring perceived readiness, confidence, and ability to respond to disaster scenarios. The tool is adapted from previously validated disaster preparedness surveys.
Measured: Immediately after training completion.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted19 Dec 2025
- Study start22 Oct 2025
- Primary completion14 Jan 2026
- Study completion14 Jan 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Disaster Medicine Education and Preparedness Among Medical 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
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 166 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of Tripoli
- Sponsor type
- University, hospital or other
- Collaborators
- Libyan Red Crescent, Faculty of Medicine - University of Tripoli, Clinical Skills Department - Faculty of Medicine, University of Tripoli, Medical Students' Union - Faculty of Medicine, University of Tripoli
- Responsible party
- Principal investigator, Yasein Elfaituri, University of Tripoli
- Investigators
- Yasein K Elfaituri, Student, Principal investigator, Faculty of Medicine - University of Tripoli
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07293572
- Sponsor's protocol ID
- DM-RCT-UT-2025-Yasein-001
- Acronym
- DM-Course RCT
- Status last verified
- Sep 2026
- First submitted
- 6 Dec 2025
- Last updated
- 17 Sep 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: The study involves educational assessments of pre-clinical medical students, including knowledge tests and Objective Structured Clinical Examination (OSCE) performance. The data are sensitive and linked to individual participants. Therefore, individual participant data (IPD) will not be shared with other researchers to protect student privacy.
Study at a glance
From the registry record, last updated by the sponsor on 17 Sep 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- "The Impact of Specialized Training Course on Pre-clinical Medical Students' in Tripoli University , Performance in Disaster Medicine: A Randomized Controlled Trial"
- ClinicalTrials.gov ID
- NCT07293572
- Acronym / sponsor ID
- DM-Course RCT / DM-RCT-UT-2025-Yasein-001
- Conditions
- Disaster Medicine Education and Preparedness Among Medical Students, Disaster Medicine Knowledge and Skills Training for Pre-clinical Medical Students, Disaster and Emergency Medicine Education and Preparedness Among Pre-clinical Medical Students
- Keywords
- medical education, pre-clinical students, RCT, training program, Libya, University of Tripoli, Tripoli, Disaster medicine
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 166 participants (actual)
- Lead sponsor
- University of TripoliUniversity, hospital or other
- Collaborators
- Libyan Red Crescent, Faculty of Medicine - University of Tripoli, Clinical Skills Department - Faculty of Medicine, University of Tripoli, Medical Students' Union - Faculty of Medicine, University of Tripoli
- Study start
- 22 Oct 2025 (actual)
- Primary completion
- 14 Jan 2026 (actual)
- Study completion
- 14 Jan 2026 (actual)
- First posted
- 19 Dec 2025 (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.
Libya has faced several natural and human-made disasters in recent years, highlighting the need to strengthen disaster preparedness and response capacity. Storm Daniel in Derna in 2023 caused severe flooding, loss of life, and large-scale displacement. Other Libyan communities have also been affected by floods, water-related hazards, armed conflict, landmines, and unexploded ordnance. These events show the vulnerability of local communities and the need for structured disaster medicine education, especially among medical students who may contribute to emergency response in future crises.
This study evaluates the effectiveness of a structured disaster medicine training program for pre-clinical medical students at the Faculty of Medicine, University of Tripoli. The program includes both theoretical and practical components delivered by university faculty with experience in clinical skills and emergency response, together with members of the Libyan Red Crescent who have extensive field experience in disasters and emergencies. Training topics include disaster concepts, disaster response, first aid, psychological support, emergency communication and coordination, prevention of disease outbreaks, volunteer safety, environmental sanitation, landmine and war-remnant awareness, and safe and respectful management of deceased persons.
The study uses a Randomized Controlled Trial (RCT) design. Eligible students are assigned to either an intervention group, which receives the disaster medicine training, or a control group, which does not receive the training during the study period. The intervention group receives approximately 20 to 30 hours of structured training. Learning outcomes are assessed using a baseline knowledge test, a mid-training test, and an Objective Structured Clinical Examination (OSCE). The OSCE scenarios are reviewed by emergency physicians, disaster medicine experts, and university faculty. Student assessments are scored using coded identifiers to reduce bias and protect participant confidentiality.
The main aim of this study is to determine whether structured disaster medicine training improves knowledge, practical skills, and readiness among pre-clinical medical students. The findings may help guide improvements in medical education in Libya and may also provide a useful model for disaster preparedness training in other resource-limited or conflict-affected settings.
Detailed description
This completed Randomized Controlled Trial (RCT) evaluated the effect of a structured disaster medicine training program on knowledge, practical skills, confidence, and readiness among pre-clinical medical students at the Faculty of Medicine, University of Tripoli.
The study was designed in response to the need for stronger disaster medicine education in undergraduate medical training. Libya has experienced several natural and human-made emergencies in recent years. Storm Daniel caused severe flooding and major loss of life in Derna in 2023. Other Libyan communities, including Tarhuna and Zliten, have also been affected by floods and water-related hazards. In addition, armed conflict, displacement, landmine hazards, and unexploded ordnance continue to create important public health and emergency response challenges. These events highlight the need to prepare future physicians with basic disaster response competencies before clinical practice.
Eligible pre-clinical medical students were randomly assigned to either an intervention group or a control group. The intervention group received the structured disaster medicine training before the study assessments, while the control group received delayed training after completion of the study assessments. This design allowed all participants to benefit from the training while maintaining a valid comparison between groups during the assessment period.
The training program included approximately 20 to 30 hours of theoretical and practical sessions. Sessions were delivered by university faculty with experience in clinical skills and emergency response, together with trainers from the Libyan Red Crescent who had extensive field experience in disaster and emergency response.
The training covered core topics in disaster medicine, including disaster concepts, disaster response systems, first aid, psychological support, communication and coordination during emergencies, prevention of disease outbreaks, volunteer safety, environmental sanitation, landmine and war-remnant awareness, and safe and respectful management of deceased persons.
The main objectives of the study were to assess baseline disaster medicine knowledge and preparedness among pre-clinical medical students, evaluate the effect of structured disaster medicine training on theoretical knowledge, evaluate practical skills using Objective Structured Clinical Examination (OSCE) scenarios, assess students' confidence and readiness to participate in emergency response, and provide recommendations for integrating disaster medicine training into the undergraduate medical curriculum in Libya.
Study outcomes were assessed using a baseline knowledge test, a mid-training knowledge test, and an Objective Structured Clinical Examination (OSCE). The OSCE scenarios were reviewed by emergency physicians, disaster medicine experts, and university faculty. The study used a double-masked assessment approach. Participants were not informed of their group allocation during the assessment period, and outcome assessors scored the knowledge tests and OSCE stations using coded identifiers without access to group allocation. Investigators involved in outcome assessment and data handling were also masked to group allocation where operationally feasible.
Participation was voluntary. Written informed consent was obtained from all participants before enrollment, including consent for participation in the training and assessment process and for the use of their anonymized data for scientific research purposes. Participants were informed that they could withdraw at any time without penalty. Additional participant information was collected at each assessment point as required for study follow-up, while confidentiality was protected through coded identifiers. Data were analyzed anonymously.
Practical training activities and OSCE scenarios were conducted under supervision to minimize risk and ensure participant safety. The study followed approved ethical procedures and standard research principles for studies involving student participants.
The study aimed to determine whether structured disaster medicine training can improve disaster-related knowledge, practical response skills, confidence, and readiness among pre-clinical medical students. The findings may support future integration of disaster medicine training into medical education in Libya and similar resource-limited or conflict-affected settings.
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Immediate Disaster Medicine Training | Experimental | Behavioral: Structured Disaster Medicine Training ProgramParticipants will receive the Specialized Training Course in Disaster and Emergency Medicine (lectures + skills sessions). Educational Intervention → Disaster and Emergency Medicine Specialized Training Course |
| Delayed Disaster Medicine Training Control | No intervention | –Participants will not receive the Specialized Training Course before the post-test. They will continue their routine academic activities. |
Who may qualify
- Ages
- 18 to 24 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (5 listed)
- Pre-clinical medical students enrolled at the Faculty of Medicine, University of Tripoli.
- Aged 18 to 24 years.
- Able and willing to provide written informed consent.
- Not previously enrolled in any formal disaster medicine or emergency response training course.
- Available to attend the required training sessions and assessment activities, including the baseline knowledge test, mid-training knowledge test, and Objective Structured Clinical Examination (OSCE).
Key exclusion criteria (4 listed)
- Students who have previously received structured training in disaster medicine or emergency response.
- Students currently participating in another educational or training program that may influence disaster preparedness outcomes.
- Students with conditions that prevent participation in simulation-based training or Objective Structured Clinical Examination (OSCE) activities, such as inability to perform required practical tasks.
- Students who refuse or are unable to provide written informed consent.
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 |
|---|---|---|
| Structured Disaster Medicine Training ProgramAlso: Disaster and Emergency Medicine Training CourseThe intervention is a structured disaster medicine training program for pre-clinical medical students. It combines theoretical teaching and supervised practical sessions delivered by university clinical skills instructors and experienced Libyan Red Crescent trainers. The curriculum covers disaster concepts, emergency response systems, first aid, psychological support, emergency communication and coordination, outbreak prevention, volunteer safety, environmental sanitation, landmine and war-remnant awareness, and safe and respectful management of deceased persons. Training is delivered over approximately 20 to 30 hours using lectures, case-based scenarios, supervised skills practice, and standardized educational materials. Learning is assessed using baseline and mid-training knowledge tests and an Objective Structured Clinical Examination (OSCE), with scenarios reviewed by emergency physicians, disaster medicine experts, and university faculty. | Behavioural | Immediate Disaster Medicine Training |
Primary outcome
Change in disaster medicine knowledge score
Time frame: Baseline (pre-test) and immediately post-intervention.
Assessment of participants' knowledge in disaster and emergency medicine using a validated written test covering disaster response, first aid, communication, outbreak prevention, psychological support, and safety principles. Scores from the intervention group will be compared to the control group at baseline and immediately after completion of the training. Improvement in mean score indicates higher effectiveness of the intervention.
2 secondary outcomes
Performance in OSCE (Objective Structured Clinical Examination)
Time frame: Within 1 week after completion of the training.
Self-reported disaster preparedness and confidence
Time frame: Immediately after training completion.
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 17 Sep 2026.
- Individual participant dataSharing planned: No. The study involves educational assessments of pre-clinical medical students, including knowledge tests and Objective Structured Clinical Examination (OSCE) performance. The data are sensitive and linked to individual participants. Therefore, individual participant data (IPD) will not be shared with other researchers to protect student privacy.
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.
Yasein K Elfaituri, Student principal investigator
Faculty of Medicine - University of Tripoli
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Structured Disaster Medicine Training Program in people with Disaster Medicine Education and Preparedness Among Medical Students and Disaster Medicine Knowledge and Skills Training for Pre-clinical Medical Students, run by University of Tripoli at 1 site in Libya.
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 5 inclusion and 4 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 17 Sep 2026. 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 Libya. 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?
Change in disaster medicine knowledge score (time frame: Baseline (pre-test) and immediately post-intervention.). 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 17 Sep 2026.