The impact of short-term psycho-oncological interventions on the psychological outcome of cancer patients of a surgical-oncology department – A randomised controlled study

2011 ◽  
Vol 47 (13) ◽  
pp. 2009-2014 ◽  
Author(s):  
Ute Goerling ◽  
Anna Foerg ◽  
Steffen Sander ◽  
Nancy Schramm ◽  
Peter Michael Schlag
Keyword(s):  
Cancer Patients ◽  
Surgical Oncology ◽  
Controlled Study ◽  
Short Term ◽  
Psychological Outcome ◽  
Randomised Controlled Study ◽  
Randomised Controlled ◽  
The Impact

The impact of intolerance of uncertainty on anxiety after receiving an informational intervention about HPV: A randomised controlled study

2010 ◽  
Vol 25 (6) ◽  
pp. 651-668 ◽  
Author(s):  
Natalie O. Rosen ◽  
Bärbel Knäuper ◽  
Pasqualina Di Dio ◽  
Eleshia Morrison ◽  
Reena Tabing ◽  
...  
Keyword(s):  
Intolerance Of Uncertainty ◽  
Controlled Study ◽  
Randomised Controlled Study ◽  
Informational Intervention ◽  
Randomised Controlled ◽  
The Impact

Comparison of an e-learning package with lecture-based teaching in the management of supraventricular tachycardia (SVT): a randomised controlled study

2020 ◽  
pp. postgradmedj-2020-139003
Author(s):  
Kevin Mohee ◽  
Hasan N Haboubi ◽  
Majd Protty ◽  
Christopher Srinivasan ◽  
William Townend ◽  
...  
Keyword(s):  
Medical Students ◽  
Supraventricular Tachycardia ◽  
Controlled Study ◽  
Undergraduate Medical Students ◽  
Post Intervention ◽  
Graduate Entry ◽  
Randomised Controlled Study ◽  
E Learning ◽  
Randomised Controlled ◽  
The Impact

IntroductionTo compare the impact of an e-learning package with theoretical teaching on the ability of both graduate and undergraduate medical students to learn the management of supraventricular tachycardia.MethodsWe conducted a randomised, controlled, study at two Welsh medical schools. Participants were graduate-entry and undergraduate medical students, who were randomised (in a 1:1 ratio) to either 1 hour of training using an e-learning package or an hour of lecture-based teaching. The outcome was a comparison, within each group and between groups, of median scores achieved in assessments of knowledge through completion of preintervention, immediate post intervention and 2 weeks postintervention questionnaires.ResultsOf the 97 participants available for randomisation, 47 underwent teaching using the e-learning package and 50 were taught in the lecture group. Median scores were higher in the e-learning package group than the lecture group, though this difference was not statistically significant (4.00 vs 3.00; p=0.08) immediately after intervention. At 2 weeks post intervention, median scores in the e-learning package group were significantly higher than the median scores in the lecture group (4.00 vs 3.00; p=0.002). This was despite a subanalysis of the results demonstrating that subjects in the lecture group reported having seen more cases compared with those in the e-learning group (32 vs 13; p=0.002). Further, there was a significant fall in score over 2 weeks in the group receiving lecture-based teaching, but no such decrease in those using the e-learning package.ConclusionE-learning seems to be the preferred method of learning and the method that confers longer retention time for both postgraduate and undergraduate medical students.

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