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临床试验/NCT04204447
NCT04204447已完成不适用

A Prospective Study Showing the Effect of Video Interactive Education on Medical Decision Making in Patients on Opiate Replacement Therapy (ORT) With a History of Hepatitis C

State University of New York at Buffalo3 个研究点 分布在 1 个国家目标入组 176 人开始时间: 2019年11月27日最近更新:
适应症
干预措施

试验速览

阶段
不适用
状态
已完成
入组人数
176
试验地点
3
主要终点
Improvement in Scores on HCV Knowledge Questionnaire

研究概览

简要总结

The purpose of this study is to determine the most effective way to give patients information regarding hepatitis C virus infection. The investigators plan to compare the information retained by some patients who are given a brochure alone versus patients who watch an interactive video about hepatitis C.

详细描述

Subjects will complete 3 questionnaires, including one about knowledge of Hepatitis C. The subject will then either watch a video or read a brochure about Hepatitis C, then take the same questionnaire again. The subject will then return in one month to take the Hepatitis C questionnaire again.

研究设计

研究类型
Interventional
分配方式
Non Randomized
干预模型
Parallel
主要目的
Prevention
盲法
None

入排标准

年龄范围
18 Years 至 —(Adult, Older Adult)
性别
All
接受健康志愿者

入选标准

  • Currently on active treatment for opioid addiction/use
  • English as primary language

排除标准

  • 未提供

研究组 & 干预措施

Video intervention

Experimental

Subjects will be asked to watch an educational video about Hepatitis C

干预措施: Hepatitis C Educational Video (Other)

Brochure intervention

Experimental

Subjects will be asked to read an educational brochure about Hepatitis C

干预措施: Hepatitis C Educational Brochure (Other)

结局指标

主要结局

Improvement in Scores on HCV Knowledge Questionnaire

时间窗: Pre-intervention, Immediate post-intervention, and 1 mo. follow up

The main outcome measure was a change in the mean score on a 25-item HCV knowledge assessment without subscales. The instrument values ranged from 0 to 25 with one point per correct answer to questions directly arising from the information contained in the video. One point was assigned to each correct answer, and an increase in the score indicated more correct responses.

次要结局

未报告次要终点

研究者

申办方类型
Other
责任方
Principal Investigator
主要研究者

Andrew Talal

Principal Investigator

State University of New York at Buffalo

研究点 (3)

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