Can Increased Medical Competence Reduce State Anxiety in Junior Doctors in the Emergency Department: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 233
- 试验地点
- 1
- 主要终点
- Change in STAI scores
研究概览
简要总结
This randomized controlled trial investigates whether an adaptive e-learning program on acute and time critical medical conditions can reduce state anxiety and improve the competence of junior doctors working in emergency departments. Junior doctors assigned to frontline shifts will be enrolled and randomized into two groups: an intervention group receiving the e-learning program within the first six weeks of employment and a control group receiving standard onboarding with delayed access to the program. The primary outcome is the change in state anxiety levels, assessed using the State-Trait Anxiety Inventory (STAI-6). Secondary outcomes include perceived self-efficacy during shifts and self-assessed competency improvements.
详细描述
The healthcare system is under increasing pressure due to demographic changes, including a growing elderly population and a shrinking workforce. This intensifies the challenges of recruiting and retaining healthcare professionals, particularly in high-stress environments like emergency departments. Junior doctors often face significant anxiety during their early careers, which is associated with higher rates of burnout, decreased job satisfaction, and early career attrition Transitioning from medical education to clinical practice is a critical period marked by high levels of stress and anxiety. Research highlights that new doctors frequently report feeling inadequately prepared for the demands of clinical work, particularly in acute care settings where decision-making is both time-sensitive and impactful. Anxiety during this transition is not only detrimental to individual well-being but also impacts patient safety and care quality.
Prior interventions, including simulation-based training and e-learning programs, have shown promise in reducing stress and improving clinical competence among healthcare professionals. For example, adaptive e-learning platforms have demonstrated efficacy in tailoring content to individual learners' needs, enhancing knowledge retention, and fostering confidence in clinical skills.
Building on this evidence, the MINDED trial (MedIcal juNior Doctors Emergency Department) aims to evaluate the impact of an adaptive e-learning program tailored specifically for junior doctors in emergency medicine. This program is designed to improve their theoretical knowledge and practical competencies, thereby reducing anxiety and enhancing performance during emergency shifts. By addressing both psychological and educational needs, the trial seeks to contribute to a more resilient and competent workforce in acute care.
Objectives
- Primary Objective: To assess the impact of the adaptive e-learning program on reducing state anxiety levels in junior doctors.
- Secondary Objectives: To evaluate improvements in perceived self-efficacy during shifts and competency following the intervention.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
入排标准
- 年龄范围
- 18 Months 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Junior residents in front- or middle-level shifts in emergency departments across the Capital Region of Denmark.
- •Employed between January 1, 2025, and April 31, 2025.
排除标准
- •Prior exposure to the adaptive e-learning program.
- •Denying participation.
研究组 & 干预措施
Standard onboarding
The control group will receive standard onboarding
Adaptive e-learning
The intervention group will receive the adaptive e-learning program in addition to standard onboarding within the first six weeks of employment
干预措施: Adaptive E-learning (Other)
结局指标
主要结局
Change in STAI scores
时间窗: Immediately after the intervention
A change in STAI-6 scores from baseline to 6 weeks post-intervention.
次要结局
- Changes in perceived selfefficacy during shifts, measured through a structured survey.(Immediately after the intervention)
- Qualitative insights from interviews with participants exploring factors influencing anxiety and competency.(Immediately after the intervention)
- • E-learning -based exploratory outcomes, including learning curves, self-assessed competencies to objective competencies, e-learning implementation and user satisfaction.(Immediately after the intervention)
研究者
Anna Sofie Mundt
Principal Investigator
Copenhagen Academy for Medical Education and Simulation