The effect of integrated training on professional self-concept of undergraduate operating room students
Not Applicable
Completed
- Conditions
- egative self concept.
- Registration Number
- IRCT20090908002432N5
- Lead Sponsor
- Shiraz University of Medical Sciences
- Brief Summary
Not available
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Complete
- Sex
- All
- Target Recruitment
- 104
Inclusion Criteria
Studying Baccalaureate in operating room at Shiraz University of Medical Sciences
Not having any history of psychiatric disorders.
Exclusion Criteria
Lack of willingness to continue participation in the study
Failure to attend and miss more than one training session of the workshop
History of psychiatric disorders
Hospitalization due to illness
Any other problem preventing to continue the participation in the study
Study & Design
- Study Type
- interventional
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method Self-concept of operating room students. Timepoint: First time at the beginning of the study and then once again immediately after completion of the intervention. Method of measurement: Using Cowin's professional self-concept questionnaire.
- Secondary Outcome Measures
Name Time Method
Related Research Topics
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What cognitive-behavioral mechanisms in IRCT20090908002432N5 explain professional self-concept improvement via integrated training?
How does integrated training in IRCT20090908002432N5 compare to traditional clinical education in enhancing professional self-concept among surgical students?
Which psychological biomarkers in IRCT20090908002432N5 predict response to integrated training for professional self-concept development in undergraduates?
What adverse effects like stress or burnout are observed in IRCT20090908002432N5's integrated training for surgical students and how are they mitigated?
Do combination approaches with simulation-based education in IRCT20090908002432N5 enhance professional self-concept more than standalone training?