clinical research exam questions

Exam Preparation

Congratulations on your decision to earn the most recognized and respected endorsement of clinical research competency — acrp certification. as you start this important journey in your career, we’re here to support you every step of the way..

This video offers a comprehensive overview designed to help guide you along your journey toward ACRP Certification.

Acrp’s bridget gonzales, head of educational programs and customer success and an acrp certified ccrc herself, discusses suggestions for:, determining which exam is right for you., how to prepare for your exam., the importance of exam detailed content outlines and international conference on harmonisation guidelines., video reference: guidelines, guideline for good clinical practice e6 (r2) > definitions and standards for expedited reporting (e2a) > general considerations for clinical trials (e8) > statistical principles for clinical trials (e9) > clinical trials in pediatric population (e11) > the declaration of helsinki >, video reference: detailed content outlines (dco), ccra exam dco > ccrc exam dco > cpi exam dco > acrp-pm exam dco > acrp-mdp exam dco > acrp-cp dco >, optional resources, if you want to boost your confidence by revisiting ich guidelines, assessing your knowledge, or doing a practice exercise, we are here to help., pick and choose from options noted here, or explore discounted prep packages., view prep packages >, the academy of clinical research professionals, the independent affiliate responsible for developing and administering acrp’s certification programs, does not require, endorse, recommend, sponsor, nor participate in the development of any exam preparation resources. the exam preparation materials available on this website have been independently developed by the association of clinical research professionals (acrp). acrp strongly discourages the use of any exam preparation resources from external sources., acrp certification exam practice exercise, this online exercise includes 50 multiple-choice questions from retired exam questions, and their correct answers, to help you familiarize yourself with the exam format and sit with confidence during your exam., $80 — acrp member $100 — nonmember, learn more >, acrp ich gap analysis, this assessment tool has been specifically designed to test knowledge of ich guidelines, while assessing your ability to analyze and apply the principles in common clinical research settings., $14 — acrp member $29 — nonmember, acrp ich guideline training programs, good clinical practice (gcp) simulation >, $0 — acrp member $239 — nonmember, mastering the event reporting cycle: understanding adverse events (aes) >, $189 — acrp member $239 — nonmember, the drug development process: ich e8(r1) general considerations for clinical trials >, statistical principles for clinical trials >.

• Exam Overview

SOCRA established the Certification Program for Clinical Research Professionals in order to create an internationally accepted standard of knowledge, education, and experience by which clinical research professionals will be recognized by the clinical research community. Those individuals so approved may use the title "Certified Clinical Research Professional" or "CCRP® (SOCRA)"

Background Information

Clinical research professionals come from a wide variety of backgrounds with even more varied job descriptions. Some clinical research professionals are MDs, while other are RNs; some may have a degree in medical technology, business administration, health information management, statistics, biology, teaching, or other areas. Every one of these backgrounds brings special areas of expertise to the field of clinical research. Each institution and discipline has unique requirements.

Despite the varied backgrounds and job descriptions, all clinical research professionals are guided by a common framework of regulations, guidelines and ethical principles in the conduct of clinical research. Therefore, the examination is designed to assess the applicant’s ability to apply the U.S. Code of Federal Regulations, ICH Guidelines, and ethical principles that guide the conduct of clinical research under the scope of GCP, highlighted in the standards of practice.

Examination Development

The Certification Examination has been developed by the SOCRA Certification Committee and SOCRA Certified Clinical Research Professionals (CCRPs®) who have demonstrated expertise in the development, management, and administration of clinical trials. These clinical research subject-matter experts (SMEs) come from diverse backgrounds and job descriptions to reflect the composition of SOCRA membership.

The test questions are designed to be straightforward and easily understood. The questions are reviewed by experts in test question development and SOCRA language representatives for fairness and readability.

The Certification Examination is evaluated and updated at least annually in order to assure that it is up-to-date and reflective of the current regulatory environment in which clinical trials are performed.

The certification exam content areas have been reviewed and validated through completion of a Job/Task Analysis. A copy of the Job / Task Analysis summary is available by request through the SOCRA administrative office.

Examination Validation

The exam is statistically and psychometrically validated by independent consultants. The Certification Committee evaluates the results from statistical/psychometric evaluations and updates the exam as needed.

The examination pass/fail score, or “cut score”, is statistically determined by a panel of experts using the "Modified Angoff Method." The “cut score” is validated after a review of the psychometric testing analysis.

Certification

• Program Overview
• CCRP Certification Quick Facts
• Definition of a Clinical Research Professional
• Certification Program Policies
• Removal of CCRP® Credential
• Verify Certification
• Candidate Eligibility
• Application and Fee
• Computer Based Testing Exams
• Paper and Pencil Exams
• Refunds, Rescheduling and Retesting
• SOCRA Sponsored Exam Schedule
• Preparing for the Exam
• Preparation Resources
• Examination Results
• Host an Exam at Your Site
• Apply Online
• Exam Schedule SOCRA Sponsored Sites
• Requirements for Maintaining Certification
• Continuing Education Requirements
• Descriptions of Acceptable CE
• CE Recordkeeping Requirements
• Request for SOCRA CE for Courses / Workshops
• Installment Plan Payment
• Renewal of Certification
• Recertification Audit
• Recertification Learning Module
• Accreditation

33RD ANNUAL CONFERENCE

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Study smarter, not harder.

Ace the SOCRA CCRP exam with The SOCRA CCRP Exam Mastery Study Guide, a uthored by clinical research professionals with years of experience. Get everything you need to pass fast with this all-in-one solution for SOCRA CCRP exam prep.

Download a sample! Get the first 33 pages free

Save time. save money. pass the exam..

Take the fast lane to becoming a Certified Clinical Research Professional and passing the SOCRA CCRP exam. Get all the info you need to pass in one place and in an easily-digestible format that makes studying a breeze.

The SOCRA CCRP Exam Mastery Study Guide is a digital PDF file that’s compatible with most mobile devices. Study where you want, when you want, and skip the hassle, anxiety, and costs associated with traveling to live training seminars.

You’ll also get exclusive access to tips and advice from an industry insider who took the exam and passed with flying colors !

• 150 pages of searchable PDF content

The guide is in searchable PDF format, allowing you to jump effortlessly to different topics in seconds. The content follows the most recent CCRP exam outline.

• Tips from Reddit

A collection of advice on taking the CCRP exam from users of Reddit's r/clinicalresearch, all summarized in one convenient place.

• Glossary of terms

A glossary of 98 essential definitions and terms for easy reference and memorization.

• Personal tips from experienced clinical research professionals

Tips, advice, and insider knowledge from the authors. You'll get guidance on what topics to focus your studying efforts on.

The guide is in searchable PDF format, allowing you to jump effortlessly to different topics in seconds. The content follow the most recent CCRP exam outline.

A collection of advice on taking the CCRP exam from users of Reddit’s r/clinicalresearch, all summarized in one convenient place

Tips, advice, and insider knowledge from the authors. You’ll get guidance on what topics to focus your studying efforts on.

Frequently Asked Questions

ES’ SOCRA CCRP Study Guide has been rebranded and updated! It’s now called The SOCRA CCRP Exam Mastery Study Guide. This new version contains all of the information as the old version, plus all relevant content that was missing from the old guide. The SOCRA CCRP Exam Mastery Study Guide also follows the current SOCRA CCRP exam outline, so the information is structured exactly as you’ll find it on the SOCRA website.

Yes! The SOCRA CCRP Exam Mastery Study Guide is up to date and relevant for the current SOCRA CCRP exam and follows the current outline.

The SOCRA CCRP Exam Mastery Study Guide has been designed to provide you with a concentrated dose of information needed to pass the exam. You’ll get what you need to know to pass, and only that. It cuts out the fluff and irrelevance you may find elsewhere, and gets you up to speed on exam materials in a fast and efficient way.

The SOCRA CCRP Exam Mastery Study Guide is also available in digital format, which has several time-saving benefits. There is a table of contents with quick links to every section, and the entire guide is searchable, meaning you can jump to key information fast. This is a big advantage over a physical textbook, and makes your study time more efficient and effective.

A final time-saving benefit is the fact that you can study any time and any place you choose. No traveling to expensive training courses, no expensive flights and hotels, and no need to carry around heavy text books. The PDF study guide can be opened on your smartphone, tablet, or laptop any time.

If you have already registered for the SOCRA CCRP exam, you should have received the SOCRA Certification Program Reference Manual in the mail. This manual is good reference material. But imagine reading through the 21 CFR Parts 11, 50, 56, 312, 812, 45 CFR Part 46, and ICH GCP E6(R2) from start to finish! It can be quite grueling. And at the end, how much valuable, relevant information will you really get out of it? Also, the SOCRA Certification Program Reference Manual does not contain any industry insights from an industry insider whatsoever. It’s just a printout of regulations, with no additional value.

SOCRA offers a 1 day in-person Clinical Research Professional Certification Preparation and GCP Review Course at various locations and dates in the U.S. and Canada. One of the authors had attended this course prior to taking the SOCRA CCRP exam in September 2013. Although the information presented in this course can be beneficial, and the author would recommend taking the course to anyone taking the exam, there are some limitations to this course to be aware of:

• The cost for this preparation course is quite considerable. This cost is in addition to the cost of a SOCRA membership and the CCRP exam fee.
• The course is offered only a few times per year in select locations. If you do not live close to where the course will be held, traveling will be involved. This means spending more for flights, hotels, car rentals, and other daily expenses.
• The information is condensed into a compact format in order to fit the 1 day time limit.
• The information presented can be found from publicly available sources and is not a substitute to one’s own studying.

In the author’s opinion:

• Using one’s own time in studying and taking notes from publicly available and relevant information (various GCP trainings, CFR, ICH’s GCP, industry websites, etc.) and years of industry experience would benefit much more.
• Most people don’t retain much information from a 1-day compact course.
• It’s more effective to study and summarize key information at one’s own pace.

Your total investment cost for The SOCRA CCRP Exam Mastery Study Guide is $195. Compare that to the cost of SOCRA’s in person Clinical Research Professional Certification Preparation and GCP Review Course, plus the cost of getting there, accommodations, and other travel expenses. Not to mention time off work and time away from family.

So ask yourself – how much is your time worth? How much are you willing to pay to avoid spending countless hours searching through books and online resources, or reading through documents such as Declaration of Helsinki, 21 CFR 312, or the ICH GCP from end to end? How much would you pay to get summarized information in an easy-to-understand format, plus insider tips from someone who took the exam, and who has years of industry experience?

If you’ve already spent hundreds of dollars registering for the exam, wouldn’t you want to invest a little more money to make sure that you actually pass? Failing the exam leads to more than just a bruised ego. It wastes your time and money, too!

As always, a passing result is based on your industry experience and how hard you study. Therefore, we can’t guarantee you’ll pass the exam. That said, the study guide has been designed to contain all the information you’ll need to know to pass the exam. It’s just a matter of committing it to memory.

We offer a 7-day Money Back Guarantee with every purchase of The SOCRA CCRP Exam Mastery Study Guide. You will have 7 calendar days (more than enough time to browse through the entire guide) to see if it will help you pass the exam. If you ever feel dissatisfied, even given all of the value we’ve packed into this study guide, simply send an email to [email protected] explaining your thoughts and we’ll offer you a refund.

CCRC Test: Your Path to Clinical Research Success

Entering the world of clinical research is both thrilling and tough. Healthcare pros aim to innovate and better patient care. The Certified Clinical Research Coordinator (CCRC) role is key in this effort. The CCRC certification from the Association of Clinical Research Professionals (ACRP) proves your skills in  clinical trial coordination , data handling, and following rules.

Free CCRC Practice Test Online

Getting the CCRC certification shows you’re all in on clinical research excellence. It proves you’re good at sticking to research plans, finding patients, getting their consent, checking study sites, and following ethical guidelines. This certification boosts your professional image and opens new career paths in healthcare research.

Key Takeaways

• The CCRC certification is a prestigious credential that validates your expertise in clinical research coordination.
• CCRC-certified professionals are highly sought after for their skills in  research protocol adherence ,  data management , and  regulatory compliance .
• Obtaining the CCRC certification can significantly boost your career prospects and earning potential in the healthcare research industry.
• The CCRC certification demonstrates your commitment to ethical practices, patient safety, and the overall success of clinical trials.
• Passing the CCRC exam requires a deep understanding of clinical research fundamentals, as well as the ability to apply best practices in real-world scenarios.

Understanding the CCRC (Certified Clinical Research Coordinator) Test

Getting the Certified Clinical Research Coordinator (CCRC) credential is a big step for those wanting to shine in clinical research. The CCRC test checks if someone knows a lot about clinical research coordination. It looks at things like study documents, following rules, managing patient data, and thinking about ethics.

Eligibility Requirements for CCRC Certification

To take the CCRC test, you need to meet certain requirements. You must have a bachelor’s degree or higher and at least two years of full-time work as a clinical research coordinator or similar job. You also need to show you’re serious about your work by doing at least 2,000 hours of direct clinical research in the last five years.

Exam Structure and Content

The CCRC test is a big exam that tests a lot of important knowledge for clinical research coordinators. It has 175 multiple-choice questions and you have four hours to finish it. The exam covers several key areas:

• Study Documentation and Regulatory Compliance:  This part checks if you know about study plans, getting consent from patients, reporting bad events, and following rules.
• Clinical Research Ethics:  Questions here are about the right ways to do clinical research, like patient rights, keeping data private, and how IRBs work.
• Patient Data Management:  You need to show you can handle patient data well, including collecting, storing, and keeping it safe.
• Study Protocol Administration:  This part looks at your skill in putting study plans into action, like finding and keeping patients, and doing study visits.

Passing the CCRC test gets you the CCRC certification, a mark of top skill in clinical research. This certification proves your knowledge and opens doors to new jobs and boosts your trust in the healthcare research world.

Mastering Clinical Research Fundamentals for the CCRC Test

Aspiring CCRCs need to know a lot about clinical research basics. This part will give you the key knowledge and tips to do well in the CCRC test. We’ll look at important topics like sticking to research protocols, managing data, getting patients involved, and running study sites.

Adherence to Research Protocols

Following research protocols closely is crucial. Learn how to make sure study subjects stick to the planned steps, treatments, and data collection ways. It’s also key to know how to record any changes and fix them to keep your research honest.

Effective Data Management

Handling data well is key to clinical trial success. Get to know how to collect, store, and analyze data. Learn to keep data accurate, protect it, and follow rules about patient privacy.

Strategies for Patient Recruitment

Getting and keeping study participants is very important. Find out the best ways to find and sign up the right patients. Make sure the process of getting consent is fair and clear. Learn how to keep patients interested and reduce the number who drop out.

Study Site Operations and Audits

Running study sites well and doing audits is crucial for trials to succeed. Know how CCRCs help with site tasks, talk to investigators, and help with checks. Learn how to get ready for and handle audits to keep up with rules and data honesty.

Mastering these basic clinical research ideas will prepare you for the CCRC test. It shows you can handle different parts of clinical research.

This article has shown how important the  CCRC (Certified Clinical Research Coordinator) test  is for your career. Getting this certification proves you know a lot about clinical research. It makes you a top choice in the healthcare industry.

Having the CCRC certification shows you’re serious about growing in your career. It brings new chances for career growth and recognition. It’s great whether you’re new to the field or want to move up. This certification makes you stand out, increases your job chances, and helps your team succeed.

This article has given you the tools to do well in the CCRC test. Take this challenge and work on your career. Success in this area shows your dedication to improving healthcare and helping patients.

What is the CCRC (Certified Clinical Research Coordinator) Test?

What are the eligibility requirements for the ccrc certification, what is the structure and content of the ccrc exam, how does the ccrc certification benefit clinical research professionals, what are the key clinical research fundamentals covered in the ccrc exam, how can i prepare for the ccrc exam, premium tests $49/mo free september-2024, free ccrc career prospects questions and answers, acrp (association of clinical research professionals) test, free ccrc detailed role questions and answers, free ccrc responsibilities questions and answers.

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CCRC EXAM QUESTION BANK: ACRP CERTIFICATION

• ISBN-10 1691921408
• ISBN-13 978-1691921409
• Publication date September 13, 2019
• Language English
• Dimensions 8.5 x 0.46 x 11 inches
• Print length 184 pages
• See all details

Product details

• Publisher ‏ : ‎ Independently published (September 13, 2019)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 184 pages
• ISBN-10 ‏ : ‎ 1691921408
• ISBN-13 ‏ : ‎ 978-1691921409
• Item Weight ‏ : ‎ 1.06 pounds
• Dimensions ‏ : ‎ 8.5 x 0.46 x 11 inches
• #238 in Medical Test Preparation
• #374 in Medical Research (Books)
• #880 in Medical Test Preparation & Review

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Customers find the writing quality of the book poor. They mention that there are many typos and misuse of the English language. They also say that the English is difficult to read and understand, with 53 errors.

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Clinical Research Quiz Questions And Answers!

When it comes to health and illness, clinical research comes into role. To check your knowledge on the same, you can take this clinical research quiz. Basically, clinical research involves the prevention, diagnostics, and treatment of a specific illness. Most of the clinical research is done in labs with samples of human specimens. This quiz will help you increase and check your knowledge about clinical research. Take the quiz and share the result! All the best!

What are the documents mandatory to enroll in a clinical research study?

Case Report Form

Informed Consent Form

Investigator's Brochure

Rate this question:

Preclinical studies are conducted on animals and artificial cells in labs.

A clinical research study is conducted in how many phases, to begin with a clinical research study, it is mandatory to get approval from.

Both regulators and ethics committees both

Tuskegee syphilis study was done from 1932 till 1972.

Neonatal deaths happened as a result of the thalidomide tragedy., the ……….. is an institution or individual who initiates, manages and finances a clinical trial., in clinical research studies, conflict of interest is a risk factor for scientific misconduct., who is responsible for preparing essential documents like protocol/ investigators brochure/ informed consent form/ case report form during clinical trials.

Investigator

Ethics committee

Adverse Drug Reaction reporting is mandatory during clinical trials.

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• Current Version
• Mar 13, 2024 Quiz Edited by ProProfs Editorial Team Expert Reviewed by Nicolette Natale
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20 Clinical Research Associate Interview Questions and Answers

Common Clinical Research Associate interview questions, how to answer them, and sample answers from a certified career coach.

Clinical research associates are essential to the success of any clinical trial. As a CRA, you’ll be responsible for managing the day-to-day operations of a study and ensuring that it adheres to all regulations.

But before you can start making sure trials run smoothly, you have to get through your job interview. To help you prepare for this important step in the hiring process, we’ve put together some common questions you might encounter during a clinical research associate interview. Read on—and ace your next job interview!

• What experience do you have with clinical trial design and protocol development?
• Describe a time when you had to manage multiple research projects simultaneously.
• How do you ensure that all data collected is accurate and compliant with regulations?
• Explain the concept of Good Clinical Practice (GCP) and how it applies to your role as a Clinical Research Associate.
• Are you familiar with the different types of clinical trials and their purpose?
• What strategies do you use to stay organized while managing multiple research sites?
• How do you handle difficult conversations with research participants or sponsors?
• Describe a situation in which you had to troubleshoot an issue with a research site.
• What are the most important considerations for ensuring patient safety during a clinical trial?
• Have you ever worked on a project where there were language barriers between yourself and the research participants? If so, what did you do to overcome them?
• What strategies do you use to ensure that research protocols are followed correctly at each research site?
• Describe your experience working with Institutional Review Boards (IRBs).
• What steps do you take to ensure that informed consent forms are properly completed by research participants?
• How do you handle conflicts between research staff and investigators?
• What methods do you use to monitor research progress and identify potential issues before they become serious problems?
• Do you have any experience with developing recruitment materials for clinical trials?
• How do you approach training new research staff members?
• What strategies do you use to maintain relationships with research sponsors?
• Describe a time when you had to present complex research results to a non-technical audience.
• What challenges have you faced while conducting remote clinical trials?

1. What experience do you have with clinical trial design and protocol development?

Clinical research associates, or CRAs, are responsible for managing clinical trials for pharmaceutical companies and other organizations. This means they need to be well-versed in clinical trial design and protocol development, as these are the two main tasks they will be responsible for. The interviewer is looking for candidates who have experience in these areas, so they can be sure the candidate is capable of handling the job.

How to Answer:

When answering this question, you should provide a detailed explanation of your experience with clinical trial design and protocol development. Talk about the types of trials you have designed or developed protocols for, as well as any special techniques or methods you used. You can also mention any challenges you faced during these processes and how you overcame them. Finally, be sure to emphasize any successes you’ve had in designing successful clinical trials or developing effective protocols.

Example: “I have extensive experience with clinical trial design and protocol development. I’ve designed dozens of trials for pharmaceutical companies, ranging from phase 1 to phase 3 studies. My work has included developing protocols for randomized controlled trials, observational studies, and crossover studies. I have a strong understanding of the principles of good clinical practice and am well-versed in FDA regulations and guidelines. Additionally, I’m familiar with various statistical methods used in clinical research and have developed data analysis plans for my studies. I take great pride in my ability to develop effective protocols that lead to successful clinical trials.”

2. Describe a time when you had to manage multiple research projects simultaneously.

Clinical research associates often have a lot of tasks to juggle, from recruiting and screening participants to organizing and maintaining data. This question helps the interviewer get an understanding of how well you can multitask and manage your workload, as well as how you handle the stress of working on multiple projects at the same time.

To answer this question, you should focus on any experience you have in clinical trial design and protocol development. Talk about how you’ve worked with a team to develop protocols for trials, what processes you used, and the results of those protocols. You can also discuss other tasks that you may have completed related to clinical research such as data analysis or report writing. Finally, be sure to mention any tools or software you have used to help manage your workload.

Example: “In my previous role as a clinical research associate, I was responsible for managing multiple research projects simultaneously. I worked with the team to develop protocols for trials and then monitored their progress. To help me manage all of the tasks associated with each project, I used software such as Microsoft Project and Excel to track timelines, budgets, and other key data points. In addition, I regularly communicated with the participants and stakeholders involved in the trial to ensure that everything stayed on schedule. As a result of my work, we were able to successfully complete all of our research projects on time and within budget.”

3. How do you ensure that all data collected is accurate and compliant with regulations?

Clinical research is a highly regulated field, and it’s important for a Clinical Research Associate to remain compliant with all applicable laws and regulations. By asking this question, the interviewer is trying to get a sense of how you will be able to ensure accuracy and compliance when collecting data. They want to know that you understand the importance of accuracy and compliance, and that you will take the necessary steps to ensure that data is collected in a way that meets all applicable regulations.

You should emphasize your understanding of the importance of accuracy and compliance when collecting data. Explain that you are familiar with all applicable regulations, and that you will take the necessary steps to ensure accuracy and compliance. These steps may include double-checking data entry for accuracy, or verifying data against source documents. You can also explain that you have experience using software tools designed to help maintain accuracy and compliance, such as electronic data capture systems or digital forms.

Example: “I understand the importance of accuracy and compliance when collecting data, and I always take the necessary steps to ensure that all data collected is accurate and compliant with regulations. To do this, I double-check all data entry for accuracy and verify it against source documents. I also have experience using software tools designed to help maintain accuracy and compliance, such as electronic data capture systems or digital forms.”

4. Explain the concept of Good Clinical Practice (GCP) and how it applies to your role as a Clinical Research Associate.

Clinical research associates (CRAs) are responsible for ensuring that clinical trials are conducted according to the highest ethical and scientific standards. GCP is a set of ethical and scientific quality standards for the design, conduct, monitoring, and reporting of clinical trials. By asking this question, the interviewer is looking to assess your knowledge and understanding of GCP and how it applies to your role.

Start by explaining what Good Clinical Practice is and why it’s important. You can mention that GCP provides an international ethical and scientific quality standard for the design, conduct, monitoring, recording, auditing, analysis, and reporting of clinical trials. Then explain how you ensure compliance with GCP as a CRA. Talk about your experience in developing protocols, reviewing case report forms, collecting data, and conducting site visits to ensure compliance with applicable standards. Finally, discuss any additional measures you take to ensure the highest ethical and scientific standards are met.

Example: “Good Clinical Practice (GCP) is a set of international ethical and scientific quality standards for the design, conduct, monitoring, recording, auditing, analysis, and reporting of clinical trials. As a Clinical Research Associate, it’s my responsibility to ensure that all studies I am involved in adhere to GCP guidelines. This includes developing protocols, reviewing case report forms, collecting data, and conducting site visits to ensure compliance with applicable standards. Additionally, I always make sure to document any deviations from GCP and take corrective action when needed. My experience has taught me that following these guidelines is essential for the success of clinical trials.”

5. Are you familiar with the different types of clinical trials and their purpose?

Clinical research associates are responsible for a variety of tasks, from designing and implementing clinical studies to monitoring and analyzing results. To make sure you have the necessary knowledge and experience to handle these tasks, interviewers want to know if you’re familiar with the different types of clinical trials and their purpose. Being able to answer this question can demonstrate that you understand the basics of clinical research and can help the company design, execute, and analyze clinical trials.

To answer this question, you should be familiar with the types of clinical trials and their purpose. Common types of clinical trials include observational studies, interventional trials, randomized controlled trials, and crossover trials. You should also understand the different phases of a clinical trial (Phase I-IV) and what each phase entails. Finally, explain why these trials are important for advancing medical research and helping to develop new treatments and therapies.

Example: “Yes, I am familiar with the different types of clinical trials and their purpose. Observational studies are used to collect data on a particular group or population in order to identify any correlations between variables. Interventional trials involve giving participants either a drug or placebo and measuring the outcome. Randomized controlled trials compare two or more treatments by randomly assigning participants to one of the groups. Crossover trials measure the effects of multiple interventions over time. Finally, Phase I-IV clinical trials are conducted to evaluate safety, efficacy, and dosage of new drugs or treatments. These trials are essential for advancing medical research and helping to develop new treatments and therapies.”

6. What strategies do you use to stay organized while managing multiple research sites?

Clinical research associates have a lot of responsibility, and they need to be able to stay organized while they’re managing multiple research sites. This question gives the interviewer an opportunity to understand what strategies you use to keep track of all your tasks and make sure they’re completed in a timely manner.

Talk about the strategies you use to stay organized while managing multiple research sites. This could include things like using a calendar or scheduling system, setting up reminders for yourself, breaking projects down into smaller tasks, and delegating when needed. You can also discuss how you prioritize tasks and make sure all your deadlines are met. Additionally, talk about any specific tools or techniques that you’ve used in the past that have been successful.

Example: “I use a combination of strategies to stay organized while managing multiple research sites. I always have a calendar or scheduling system set up, and I make sure to break down larger projects into smaller tasks that are easier to manage. Additionally, I prioritize my tasks based on urgency and importance, so I can focus on the most important ones first. To ensure that I don’t miss any deadlines, I also set reminders for myself ahead of time. Finally, when needed, I’ll delegate tasks to other members of the team in order to complete projects quickly and efficiently. All these strategies help me stay organized and on top of all my responsibilities.”

7. How do you handle difficult conversations with research participants or sponsors?

Clinical research associates are responsible for collecting and documenting data and keeping track of records. This requires a lot of interaction with research participants, sponsors and other stakeholders, which can often be difficult conversations. An interviewer will want to know that you are capable of handling these conversations in a professional and effective manner.

To answer this question, you should discuss your approach to difficult conversations. For example, you could talk about how you maintain an open and honest dialogue with research participants or sponsors, while still being respectful of their time and opinions. You can also share examples of how you have successfully dealt with challenging conversations in the past, such as providing solutions or alternatives that satisfied both parties. Additionally, emphasize any communication skills you possess that help you navigate these types of conversations, such as active listening or problem-solving.

Example: “I understand that difficult conversations can be a part of my role as a clinical research associate, and I always strive to handle them with respect and professionalism. For example, when working with research participants or sponsors, I make sure to maintain an open dialogue and listen actively to their concerns. I also try to provide solutions or alternatives that are agreeable to both parties, while still staying on track with the project objectives. My strong communication skills help me to navigate these conversations effectively, ensuring that all stakeholders feel heard and respected.”

8. Describe a situation in which you had to troubleshoot an issue with a research site.

Clinical research associates are expected to be able to handle any and all problems that arise during a clinical trial. They must be able to quickly identify and address issues, from simple paperwork errors to more complex data discrepancies. This question allows the interviewer to get a sense of how you might handle any potential problems that may arise in the course of a research project.

Start by explaining the issue you faced, and then explain how you identified it. Talk about any steps you took to troubleshoot the problem and the methods you used to find a solution. If possible, provide an example of how your efforts resulted in a successful outcome. Finally, discuss what you learned from the experience and how it will help you in future projects.

Example: “During a recent clinical trial, I noticed a discrepancy between the data collected from one of the research sites and the data from the rest of the sites. I quickly identified the issue and identified the source of the discrepancy. I worked with the research site to troubleshoot the problem, and we were able to resolve the issue without having to halt the trial. This experience taught me the importance of being proactive in identifying and addressing potential issues, and I now have a better understanding of how to effectively troubleshoot any problems that may arise in a research project.”

9. What are the most important considerations for ensuring patient safety during a clinical trial?

Patient safety is paramount in clinical research, so it’s important for potential employers to make sure you understand the importance of safeguarding the participants in any clinical trial. This question is a great chance for you to demonstrate your knowledge of the regulations and protocols that govern clinical research and how to ensure that the trial is conducted in a safe and ethical manner.

Start by talking about the importance of patient safety in clinical research and how you prioritize it in your work. You can then discuss any protocols or regulations that you are aware of, such as those outlined by the FDA or other governing bodies. Talk about specific steps that you take to ensure patient safety, such as monitoring for adverse events, reporting any incidents, and following up with participants throughout the trial. Finally, mention any experience you have had with handling patient safety issues.

Example: “Patient safety is always my top priority when I am conducting clinical research. I always ensure that I am familiar with the relevant regulations and protocols, such as those outlined by the FDA, that govern clinical trials. I also take a number of steps to ensure patient safety, such as monitoring for adverse events and responding quickly if any are reported. I report any incidents to the appropriate parties and follow up with participants throughout the trial to ensure that they are comfortable and informed. I have also had experience in the past dealing with patient safety issues and I understand the importance of addressing them quickly and thoroughly.”

10. Have you ever worked on a project where there were language barriers between yourself and the research participants? If so, what did you do to overcome them?

Clinical research associates often have to work with people from different cultures and backgrounds, and they need to be able to communicate effectively with them. This means working with people who may have limited English proficiency or who use language that is unfamiliar to the interviewer. By asking this question, the interviewer is looking to find out if the candidate has the skills necessary to work in a multicultural environment and to find creative solutions to language barriers.

This question is designed to assess your ability to work with people from different cultural backgrounds and language abilities. You should be prepared to explain how you have handled language barriers in the past, such as utilizing translators or other resources, learning some basic phrases of the language, or using visual aids to communicate. Be sure to emphasize any successes that you’ve had in overcoming these challenges. Additionally, if you don’t have direct experience with this, discuss how you would go about tackling a similar challenge in the future.

Example: “I have worked on several projects where language barriers have been present. In these cases, I have employed a variety of strategies to ensure that I am able to communicate effectively with research participants. For instance, I have used translators to bridge the language gap, learned some basic phrases of the language, and utilized visual aids to communicate important research information. I have also found that having a friendly and open attitude towards the research participants helps to make them feel more comfortable and willing to communicate. Overall, I am confident that I have the skills necessary to effectively overcome language barriers in order to achieve successful research outcomes.”

11. What strategies do you use to ensure that research protocols are followed correctly at each research site?

Clinical research associates are responsible for ensuring the research protocols are followed correctly and that the data collected is accurate and reliable. They must be able to develop and implement strategies to ensure research sites are following the protocols established by the study sponsor. This question allows the interviewer to understand how the candidate approaches this responsibility and assess their level of experience in this area.

To answer this question, you should explain the strategies you use to ensure that research protocols are followed correctly at each research site. This may include conducting regular on-site monitoring visits, providing training and support to study staff, developing standard operating procedures (SOPs) for each research site, and ensuring all data collected is accurate and complete. Additionally, you can discuss any additional strategies you have used in the past such as establishing a system of checks and balances or implementing quality assurance processes.

Example: “I use a variety of strategies to ensure that research protocols are followed correctly at each research site. This includes conducting regular on-site monitoring visits to ensure that all study staff are following the protocols and procedures established by the study sponsor. I also provide training and support to study staff to ensure that all data collected is accurate and complete. In addition, I have developed standard operating procedures (SOPs) for each research site and established a system of checks and balances to ensure that all protocols are followed correctly. I have also implemented quality assurance processes to ensure that all data collected is accurate and reliable.”

12. Describe your experience working with Institutional Review Boards (IRBs).

Clinical research associates must have a strong understanding of the regulations and ethical considerations that surround the medical research field. Working with IRBs is a critical part of ensuring that a research study is conducted in a safe, ethical, and legal manner. This question is designed to ensure you have the knowledge and experience necessary to understand and comply with the applicable regulations.

To answer this question, you should provide specific examples of how you have worked with IRBs in the past. Talk about any protocols or procedures that you have followed to ensure compliance with regulations and ethical considerations. You can also mention any experience you have had submitting applications for approval, as well as any feedback you have received from the IRB on a research study. Additionally, it is important to demonstrate your understanding of the importance of working with an IRB and why their role is so critical in medical research.

Example: “I have extensive experience working with Institutional Review Boards (IRBs). I have prepared and submitted applications for approval, as well as developed protocols and procedures to ensure compliance with regulations and ethical considerations. I have also interacted with IRBs to discuss any changes or modifications that need to be made to the study. I understand the importance of working with an IRB and the role they play in ensuring that a research study is conducted in a safe, ethical, and legal manner. I am confident that I have the knowledge and experience necessary to work with IRBs effectively.”

13. What steps do you take to ensure that informed consent forms are properly completed by research participants?

Clinical research associates are responsible for ensuring that research participants are properly informed and have given consent before taking part in any study. This is a critical part of the job, and the interviewer wants to know that you understand the importance of this and are capable of following the necessary steps to ensure compliance with the applicable regulations.

Start by outlining the general steps you take when obtaining informed consent from research participants. Explain that you clearly explain the study to the participant and review any relevant documents or materials with them, such as the protocol and the informed consent form. You should emphasize that you always ensure that the participant fully understands what they are agreeing to before they sign the form. Additionally, discuss any additional steps you take to ensure compliance, such as having a witness present during the consent process or providing additional resources for the participant to review after signing the form.

Example: “When obtaining informed consent from research participants, I make sure to clearly explain the study and all relevant documents and materials, such as the protocol and the informed consent form, to the participant. I also ensure that they understand what they are agreeing to before they sign the form. Additionally, I always have a witness present during the consent process and provide additional resources for the participant to review after signing the form. This helps to ensure that the participant has been fully informed and is comfortable with the study before agreeing to participate.”

14. How do you handle conflicts between research staff and investigators?

Clinical research associates are responsible for managing the research process from start to finish, which includes managing any conflicts that may arise between research staff and investigators. The interviewer wants to ensure that the candidate can handle these conflicts in a professional, effective manner, and that they have the necessary skills to do so. This includes the ability to listen to both sides of the issue and identify potential solutions that work for everyone.

Start by describing a situation in which you had to manage a conflict between research staff and investigators. Explain the steps that you took to resolve the issue, such as listening to both sides of the story, understanding each person’s perspective, and identifying potential solutions that worked for everyone involved. Be sure to emphasize your ability to remain calm and professional throughout the process. Additionally, mention any strategies or techniques that you use to prevent conflicts from arising in the first place, such as proactively communicating expectations and keeping all parties informed about progress.

Example: “When I encounter conflicts between research staff and investigators, I always try to remain calm and professional. My top priority is to listen to both sides of the issue and understand all perspectives. I then identify potential solutions that work for everyone, and I make sure that all parties are informed about the outcome. I also take proactive steps to prevent conflicts from arising in the first place, such as setting clear expectations and timelines at the outset of a project, and keeping all parties informed about progress throughout the process.”

15. What methods do you use to monitor research progress and identify potential issues before they become serious problems?

Clinical research associates are responsible for overseeing research projects from start to finish, and they must be able to identify potential issues before they become serious problems. This question is designed to help the interviewer understand how you plan, monitor, and evaluate research projects and how you handle unexpected issues that might arise.

You should explain the methods you use to monitor research progress, such as tracking timelines and milestones, reviewing data regularly, and communicating with key stakeholders. You should also discuss how you identify potential issues before they become serious problems, such as proactively addressing any deviations from protocol or analyzing data for trends that may indicate a problem. Finally, you should describe how you handle unexpected issues, such as by quickly assessing the situation and taking appropriate action.

Example: “I use a combination of methods to monitor research progress and identify potential issues. I track timelines and milestones closely to make sure that the research is progressing on schedule, and I review data regularly to ensure accuracy and integrity. I also communicate regularly with key stakeholders to ensure that everyone is on the same page and that any potential issues are addressed quickly. Furthermore, I proactively analyze data for trends that may indicate a potential problem, and I address any deviations from protocol immediately. When unexpected issues arise, I quickly assess the situation and take appropriate action to ensure that the research progresses smoothly and that any potential issues are addressed in a timely manner.”

16. Do you have any experience with developing recruitment materials for clinical trials?

Clinical research associates are responsible for the day-to-day management of clinical trials, including patient recruitment and enrollment. Developing recruitment materials is a key part of the job, and interviewers will want to know if you have the experience to do it effectively. This question also serves as a way to gauge your understanding of the clinical research process and your overall knowledge of the industry.

If you have experience developing recruitment materials, this is a great opportunity to discuss your successes and the strategies you used. Talk about how you developed creative and effective messaging that resonated with potential participants and drove high-quality enrollments. If you don’t have any direct experience in this area, talk about transferable skills from past roles such as copywriting or marketing, and explain why they make you a strong candidate for this role.

Example: “I have extensive experience developing recruitment materials for clinical trials. In my previous role as a clinical research associate, I was responsible for designing and executing a comprehensive recruitment strategy for a high-profile clinical trial. I designed a series of print and digital materials targeting potential participants, which resulted in a high-quality enrollment of more than 500 participants. My approach was creative and data-driven, and I was able to use insights from our research to craft effective messaging that resonated with our target audience. I also have experience in copywriting and marketing, which I believe makes me well-suited for this role.”

17. How do you approach training new research staff members?

Clinical research associates are responsible for training and managing staff, as well as providing guidance to ensure research is conducted according to protocol. This question allows an interviewer to gauge your ability to lead and mentor others, as well as the level of detail you provide when providing instruction.

When answering this question, it’s important to demonstrate your ability to lead and guide others. Talk about the steps you take when training new staff members, such as providing a detailed overview of the protocol and expectations, offering hands-on demonstrations, and giving feedback throughout the process. You should also discuss the importance of remaining patient and understanding during the training process, especially if the individual is unfamiliar with the research field. Lastly, be sure to mention any additional techniques or methods you use to ensure new research staff understand the protocols and procedures they are expected to follow.

Example: “When training new research staff members, I make sure to provide a comprehensive overview of the protocol and expectations, and then I walk them through each step of the process. I also make sure to provide hands-on demonstrations of the tasks they will be expected to complete, and I give them feedback throughout the process. I understand that some research staff are new to the field and may not have the same level of experience as others, so I always make sure to remain patient and understanding. Additionally, I make sure to provide additional resources and materials they can refer to as needed, so they can continue to learn and grow in their role.”

18. What strategies do you use to maintain relationships with research sponsors?

Clinical research is a collaborative process, and it’s important for research associates to develop strong relationships with the sponsors they’re working with. Interviewers want to know that you’re able to maintain these relationships and keep them in good standing. By asking this question, they’re looking for an understanding of how you approach communication with sponsors and build trust with them over time.

The best way to answer this question is by providing concrete examples of strategies you’ve used in the past. You can talk about how you keep sponsors updated on progress and timelines, provide clear communication around any changes or delays, and show appreciation for their support. Additionally, you should emphasize your ability to be proactive and anticipate potential needs or issues that could arise. By demonstrating a strong understanding of how to maintain relationships with research sponsors, you’ll demonstrate that you have the skills necessary to be successful in the role.

Example: “I believe that strong relationships are the foundation of successful clinical research. I strive to maintain positive relationships with sponsors by being organized, reliable, and proactive. I always keep sponsors updated on progress and timelines, and I make sure to be clear and transparent in my communication around any changes or delays. I also make sure to show my appreciation for their support. Additionally, I’m always looking for opportunities to anticipate potential needs or issues that could arise and proactively address them. I believe that my commitment to communication and relationship building has been an essential part of my success as a clinical research associate.”

19. Describe a time when you had to present complex research results to a non-technical audience.

Clinical research associates are often responsible for communicating complex research results to a variety of stakeholders, from scientists and physicians to government representatives and the public. It’s important to be able to effectively communicate the results of your research in an understandable and accessible way. This question helps determine if you have the ability to do that.

To answer this question, you should provide an example from your past experience of a time when you had to present complex research results to a non-technical audience. Talk about the challenges you faced in terms of understanding their level of knowledge and how you overcame them. Describe how you were able to explain the research results in a way that was easy for them to understand. Finally, discuss what you learned from the experience and how it has helped you with similar presentations since then.

Example: “I once had to present a complex study on cancer genetics to a group of local government representatives who weren’t experts in the field. I was nervous at first, because I knew they wouldn’t understand the technical details of the research. But I was able to break down the results into simple language and visuals that made it easier for them to comprehend. I also made sure to answer any questions they had in a way that was easy for them to understand. After the presentation, I received positive feedback from the representatives, and I felt confident that I had communicated the study results effectively. From this experience, I learned the importance of tailoring my message to the audience, and I now make sure to do this for all of my presentations.”

20. What challenges have you faced while conducting remote clinical trials?

Clinical research associates often work remotely, and this question is designed to assess your understanding of the challenges associated with that type of work. It’s important to be able to communicate effectively with colleagues and stakeholders, as well as to be able to troubleshoot any issues that may arise while working remotely. This question also assesses how well you handle the unique challenges of remote clinical trials.

Be prepared to discuss the challenges you’ve faced while working remotely, such as difficulty in communication and coordination with colleagues, or problems with data collection. Additionally, talk about how you have overcome these challenges, such as using video conferencing tools or other technology platforms to stay connected with colleagues. You can also mention any strategies you use to remain organized and efficient while conducting remote clinical trials.

Example: “I’ve had a lot of experience conducting remote clinical trials and I’m well aware of the challenges that come with it. One of the biggest challenges I’ve faced is staying organized and on track with data collection. To overcome this, I use project management software and task tracking tools to ensure that data is collected on time and accurately. I also communicate regularly with my colleagues via video conferencing and other online collaboration tools to ensure that everyone is on the same page. I’ve found that these strategies have been effective in helping me to stay organized and efficient when conducting remote clinical trials.”

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Clinical Research Coordinator - Konopka Lab

• Madison, Wisconsin
• SCHOOL OF MEDICINE AND PUBLIC HEALTH/DEPARTMENT OF MEDICINE
• Staff-Full Time
• Opening at: Sep 3 2024 at 13:55 CDT
• Closing at: Sep 17 2024 at 23:55 CDT

Job Summary:

The Konopka laboratory has multiple, NIH-funded clinical trials to test if leading pharmacological candidates can improve healthy aging in humans. The mTOR inhibitor rapamycin can extend the lifespan and quality of life in multiple model systems. However, it remains unknown if rapamycin or rapamycin analogs can improve outcomes associated with aging in humans. This position will work collaboratively with the lead clinical research coordinator, clinical research supervisor, and/or Dr. Konopka to complete clinical trials testing whether pharmacological inhibition of mTOR can safely intervene on the fundamental biology of aging and improve clinically relevant functional outcomes. A clinical research coordinator is needed to manage study visits, data collection, data entry and interpretation. Study visits will include several innovative and gold standard techniques to evaluate glucose metabolism, cardiorespiratory fitness (VO2max), muscle and cardiac contractile performance, and cognitive function. This may include assisting with the collection, processing and storage of blood and muscle samples. This position will be heavily involved in sample and data collection with human subjects but may also assist with recruitment, enrollment and retention.

Responsibilities:

• 25% Schedules logistics, determines workflows, and secures resources for a defined clinical research trial(s)
• 25% Recruits, screens, selects, determines eligibility and enrolls trial participants, collects information, and answers questions under supervision of a medically licensed professional. May perform basic medical assessments after completion of required training/certification, such as collecting vital signs, obtaining weight, and performing phlebotomy
• 20% Manages research workflow components, collects, prepares, processes, and submits participant data and samples to appropriate entities, adhering to research protocols
• 5% Identifies work unit resources needs and manages supply and equipment inventory levels
• 25% Serves as an initial point of contact for clinical research participants and clinical staff, providing information regarding research procedures, expectations, and informational inquiries. Ensures participants follow the research protocol and alerts Principal Investigator of issues

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Preferred Bachelor's Degree Background in science or medicine including physiology, exercise physiology, allied health, nutrition or related field preferred

Qualifications:

Preferred qualifications: - Experience with human subjects research including subject recruitment, screening, enrollment, and coordination - Experience with techniques to evaluate cardiorespiratory fitness (VO2max), glucose metabolism, and skeletal muscle physiology - Experience with electronic data capture and electronic medial record software such as REDCap, OnCore, Epic/Health Link.

Full Time: 100% It is anticipated this position requires work be performed in-person, onsite, at a designated campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $43,000 ANNUAL (12 months) Depending on Qualifications The starting salary for the position is $43,000 but is negotiable based on experience and qualifications. Employees in this position can expect to receive benefits such as generous vacation, holidays, and sick leave; competitive insurances and savings accounts; retirement benefits. Benefits information can be found at ( https://hr.wisc.edu/benefits/ ).

Additional Information:

University sponsorship is not available for this position, including transfers of sponsorship. The selected applicant will be responsible for ensuring their continuous eligibility to work in the United States (i.e. a citizen or national of the United States, a lawful permanent resident, a foreign national authorized to work in the United States without the need of an employer sponsorship) on or before the effective date of appointment. This position is an ongoing position that will require continuous work eligibility. UW-Madison is not an E-Verify employer, and therefore, is not eligible to employ F1 STEM OPT Extension participants. If you are selected for this position you must provide proof of work authorization and eligibility to work. This position has been identified as a position of trust with access to vulnerable populations. The selected candidate will be required to pass an initial caregiver check to be eligible for employment under the Wisconsin Caregiver Law and every four years.

How to Apply:

To apply for this position, please click on the "Apply Now" button. You will be asked to upload a current resume/CV and a cover letter briefly describing your qualifications and experience. You will also be asked to provide contact information for three (3) references, including your current/most recent supervisor during the application process. References will not be contacted without prior notice.

Adam Konopka [email protected] 608-256-1901 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Clin Res Coord I(RE015)

Department(s):

A53-MEDICAL SCHOOL/MEDICINE/GER-AD DEV

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

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Major trial to test multiple drugs for progressive supranuclear palsy

• Download PDF Copy

A clinical trial that will test three drugs concurrently, and could include more, represents new hope for patients with progressive supranuclear palsy (PSP), an incurable neurodegenerative disorder that usually kills within seven years after symptoms start.

Researchers hope the trial, which will be led by UC San Francisco and conducted at up to 50 sites nationwide, will lead to the development of new therapies. There are currently no drugs to stall the disease's deadly progression.

The trial is made possible by a five-year grant of up to $75.4 million from the National Institute on Aging (NIA), which is part of the National Institutes of Health (NIH). It is among the largest grants that UCSF has received in recent years for a neurodegenerative disorder.

The hope is that the study will transform the type of care that patients with PSP receive. If none of the first three drugs are effective, we will continue trying with other drugs. Even if we slow the progression of the disease by 20%, 30%, that's a meaningful impact on a condition with relentless progression and no cure."  Julio Rojas, MD, PhD, of the UCSF Department of Neurology, Memory and Aging Center and the Weill Institute for Neurosciences, and a principal investigator of the trial

PSP is believed to be triggered by a buildup of tau protein that causes brain cells to weaken and die. It is frequently mistaken for Parkinson's disease. Both conditions are movement disorders, but PSP is far less common, affecting approximately 30,000 Americans, most of whom are in their fifties to seventies.

Richardson's syndrome is the most common form of PSP. In addition to cognitive difficulties, symptoms include slowness, stiffness, falling backward and difficulty with eye movement, especially looking down. 

An innovative study design

The three drugs will be tested using a platform clinical trial model similar to one used for a study of amyotrophic lateral sclerosis (ALS), a neurodegenerative disorder that is much better known and better funded than PSP, although they both affect similar numbers of people. The trial is designed to reduce the time it takes to find effective therapies, decrease the number of participants on placebo and discontinue therapies as soon as they have demonstrated they are ineffective.

"Unlike typical clinical trials, platform trials can remain open with multiple new therapies tested in successive cycles if the first ones don't work," said Adam Boxer, MD, PhD, endowed professor in memory and aging at the UCSF Department of Neurology, as well as a principal investigator in the trial. "This means there are more opportunities to identify effective treatments in a faster timeframe, with lower cost and less burden to participants. Patients on the PSP trial will have a 75% chance of treatment with an active drug and after one year, all participants will have the opportunity to receive a drug."

In addition, data, imaging and biospecimens from the trial will be shared with PSP researchers worldwide, Boxer noted. 

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Rojas and Boxer, together with principal investigators Irene Litvan, MD, from UC San Diego and Anne-Marie Wills, MD, from Massachusetts General Hospital, along with other experts and patient representatives will help select the first three drugs to be tested in the PSP trial platform. 

Enrollment of diverse populations a high priority

The study will focus on enrolling participants who are underrepresented in clinical trials. 

"We will build on experience from other community engaged research programs and develop relationships with Spanish-speaking communities," Rojas said. "These participants would be served by Spanish-speaking clinicians, including a neuropsychologist conducting assessments in Spanish. Similar efforts will be made in the African American and other medically underserved communities."

Practical and financial barriers may be eliminated by covering transportation and hotel costs, he added.

The nonprofit organization CurePSP will be collaborating with UCSF and other trial sites to recruit participants. According to Kristophe Diaz, PhD, the organization's executive director and chief science officer, the trial "marks a pivotal step forward" in bringing renewed hope to patients and families. 

"Families ask us how they can fight back, but often the most we can offer is guidance on building a support network and assembling a care team," he said. "This platform is a beacon of hope, bringing us closer to effective treatments and ultimately a cure."

Enrollment is expected to start in fall 2025. It will be open to patients with Richardson's syndrome, which affects about 70% of patients with PSP. These patients must have had progressive symptoms for fewer than five years and be accompanied by a care partner.

University of California - San Francisco

Posted in: Medical Research News | Medical Condition News

Tags: Aging , Amyotrophic Lateral Sclerosis , Brain , Clinical Trial , Drugs , Education , Eye , Hospital , Imaging , Medicine , Movement disorders , Neurodegenerative Disorder , Neurology , Parkinson's Disease , Placebo , Progressive Supranuclear Palsy , Protein , Research , Sclerosis , Syndrome , Tau Protein

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• Published: 30 August 2024

Comparison of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment: a randomized clinical trial

• Raziyeh Ghafouri 1 ,
• Vahid Zamanzadeh 1 &
• Malihe Nasiri 2  

BMC Medical Education volume  24 , Article number:  949 ( 2024 ) Cite this article

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Since effective education is one of the main concerns of every society and, in nursing, can lead to the education of successful people, the development of learning and teaching methods with greater effectiveness is one of the educational priorities in every country. The present study aimed to compare the effect of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment.

The present study was a Parallel randomized clinical trial study. The participants were 166 nursing students. The clinical trial data was collected from December 14, 2023, to February 20, 2024. The inclusion criteria were nursing students who had passed the first semester, who were willing to participate and install the app on their mobile devices, and who had no experience with the designed application for this study. The participants were allocated to four groups with colored carts. In the first group, teaching was performed via gamification in a flipped learning environment; in the second group, teaching was performed via the gamification method. A flipped class was implemented in the third group. In the fourth group, the usual lecture method was used. The practical performance to assess the physical health assessment with 10 questions using the key-feature questions, along with the satisfaction and self-efficacy of the students, was also checked with questionnaires.

In this study, 166 nursing students, (99 female and 67 male), with an average (standard deviation) age of 21.29 (1.45) years, participated. There was no statistically significant difference in the demographic characteristics of the participants in the four intervention groups ( P  > 0.05). Comparing the results before and after the intervention, the results of the paired t test indicated a significant difference in the satisfaction, learning and self-efficacy of the learners ( P  < 0.001). In the comparison of the four groups, the ANOVA results for the comparison of the average scores of knowledge evaluation and satisfaction after intervention among the four groups indicated a statistically significant difference ( P  < 0.001). When the knowledge evaluation scores of the groups were compared, the scores for gamification in the flipped learning environment were significantly different from the other methods ( P  < 0.05), and there was no significant difference between the scores for the flipped class and lecture methods ( P  = 0.43). According to the ANOVA results, when comparing the satisfaction scores of the groups, the students in the flipped learning environment and gamification groups were more satisfied than the flipped class and lecture groups ( P  < 0.01).

Based on the results of the present research, it can be concluded that teaching methods have an effect on students’ learning and satisfaction. The teaching method has an effect on the satisfaction of the students, and the use of the flipped class method with the use of gamification was associated with more attractiveness and satisfaction in addition to learning. Teachers can improve the effectiveness of education with their creativity, depending on situation, time, cost, and available resources, by using and integrating educational methods.

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Introduction

Effective education is one of the main concerns of every society [ 1 ]. Because the traditional methods of teaching, learning and management have little effectiveness [ 2 ], multiple learning strategies of active learning and the use of technologies [ 3 , 4 , 5 ], it is helpful to integrate the classroom approach among these methods. The reverse is the use of a playful method [ 6 , 7 ]. The flipped classroom was presented in 2007 by Bergmann and Sams, two chemistry teachers at Woodland Park High School in Colorado (USA). Their goal was to ensure that students who could not attend class for various reasons could proceed at the pace of the course and not be harmed due to not attending class [ 8 ]. Bergmann and Sams videotaped and distributed instructional content and found that this model allowed the teacher to focus more attention on the individual learning needs of each student [ 5 , 8 ].

In 2014, the Flipped Learning Network (FLN) was introduced, in which flipped learning was defined as “an educational approach in which direct instruction is transferred from the group learning dimension to individual learning, and in a dynamic and interactive learning environment, where the instructor guides students in applying concepts and engaging creatively with course content”. The four pillars of flexible environment, learning culture, purposeful content and professional instructor have been described in opposite directions [ 9 , 10 ]. In addition to the ever-increasing complexity of the healthcare environment and the rapid advancement of healthcare technology, a global pandemic (COVID-19) has affected educational structures. The pandemic has caused a global educational movement toward blended learning to meet students’ technological and hands-on learning needs. Indeed, at no time in history has there been such a sudden transition to this type of learning [ 11 ], where the flipped classroom was widely used [ 9 ].

In nursing education, the use of flipped classrooms [ 9 , 12 ] and technologies [ 3 , 5 ] has been emphasized. The results obtained in the systematic review of the effect of the flipped classroom on academic performance in nursing education indicated its positive effect, and the opinions of most students about this method included aspects such as its usefulness, flexibility, greater independence or greater participation [ 13 , 14 , 15 , 16 , 17 , 18 , 19 ]. According to the cognitive bases related to the Bloom’s taxonomy, with the flipped classroom method, the student works in the first stage of the learning process at home, which is the simplest stage, and in the second stage, through active learning with the help of the teacher and classmates, in class time, which is used to increase and empower more [ 20 , 21 ]. In addition, the flipped classroom method has certain advantages over traditional learning. The flipped classroom is student-centered and makes students responsible for their own learning [ 22 ], and its use in nursing has been emphasized in systematic review studies [ 3 , 23 , 24 ].

One of the interactive teaching methods using computers is the gamification method. Gamification in education includes the use of game elements to increase motivation and participation and to involve students in the personal learning process [ 1 , 25 ]. Gamification is an active education method. The gamification system increases the level of engagement and motivation of learners by provoking excitement and creating challenges for them. Additionally, with this method, it is possible to provide an opportunity for testing, and in that test, in addition to creating a challenge, learners are given the opportunity to display their achievements through competition [ 26 ].

Nursing education institutions are obliged to improve the ability of nursing students to make correct clinical judgments through various educational programs and the use of new teaching methods [ 27 , 28 ] so that when nursing students enter the clinic, they can fulfill their role as members of the medical team [ 27 ]. Therefore, it is necessary to carry out more research regarding the identification of effective teaching methods that can improve the attractiveness of education and its satisfaction among nursing students [ 1 , 27 ].

This study addresses the lack of comparative research on the effectiveness of flipped classrooms and gamification in nursing education, an area that has not been sufficiently explored. The advantages of combining education methods are that they can be used together [ 6 , 7 ]. For example, by combining education using the flipped class with gamification, more study time is provided by using the flipped class, and the attractiveness of the method is provided by gamification [ 7 ]. Therefore, considering the attractiveness of the new application that is prepared in a flipped class, the current research was conducted aimed at comparing the effects of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in terms of client health assessment.

The present study was a parallel randomized clinical trial research aimed at comparing the effect of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment. The clinical trial data was collected from December 14th, 2023, until February 20th, 2024.

Participants

First, in a call, 247 nursing students registered to participate in the study. After checking the entry criteria, 188 people met the entry criteria for the study. The inclusion criteria were nursing students who had passed the first semester, who were willing to participate and install the app on their mobile devices, and who had no experience with the designed application for this study. Exclusion criteria were: miss the mobile and drop out of study, for example, because of transferring, migration or do not like to continue participating in the study. So, 18 students were excluded from study for unwillingness to continue, 2 students because of migration were excluded, and 2 people were excluded for missing their mobile (Fig.  1 ).

Study and sampling process

The participants were allocated to four groups with using colored carts. Before sampling, 188 carts in 4 blue, red, black and white colors (from each color, 45 carts) were prepared in one enveloped pocket. After completing the informed consent and pre-test questionnaires, each student took a colored card from the enveloped pocket. Then, with the lottery, it was determined that the participants with the blue card participated in the gamification in a flipped learning environment, the red cart in the gamification, the black cart in the flipped class, and the white cart in the lecture method. The study and sampling process is shown in Fig.  1 .

Intervention

The education course was 4 class in 60 min of health status assessment in 4 weeks. Each group has a classroom weekly. Education content was health assessment and clinical examination courses of the Bachelor of Nursing Education curriculum. Course plan was developed based on the curriculum.

For intervention, the application was designed using the cascade model (initial analysis, system analysis, design, programming, testing (alpha and beta), implementation and modification) [ 29 , 30 ]. In the initial analysis stage, the need or the desired problem, which is the issue of education improvement, is raised, and can technical solutions be provided for it? If there are possible solutions, the practicality is evaluated, and in the analysis of the visual appeal system, the up-to-date information, simple language, and comprehensiveness of the information provided in the educational content are checked. In the design phase, the design of the desired system was written, and a program was written by the programmers according to the initial design of the system.

The educational content of the application was prepared based on the health assessment and clinical examination courses of the Bachelor of Nursing Education Program, approved by an expert panel. The application was designed in two parts: education and scenario-based games. In the education section of the application, the content of the education was presented, and in the scenario base game section, the 10 scenarios of health status assessment and clinical examination were designed based on real situations.

In the scenario base game section of the application, the application was embedded as a game in such a way that the student, at the first, observes the chief compliance of the patient, and they must complete patient examinations and choose the correct answer. If they choose correctly, they will take a green cart, and if they make a mistake, they will take a red cart. They could take 4 green carts in each scenario. A yellow cart was shown when the answer was not incorrect, but it was not an exact answer. In each scenario, they must find the correct nursing diagnosis. They must provide a nursing diagnosis based on the priority of care in the scenario.

The fundamental elements of gamification are mechanics (motivating students through points, budgets and rewards), dynamics (engaging users through stories and narratives), and aesthetics (user experiences from applications about being user-friendly and attractive) [ 31 , 32 , 33 ]. The mechanics element was considered in the application, with green carts in each stage. The dynamic element was considered in the scenarios. The aesthetic element was considered and checked in alpha and beta tests.

In the test phase, the Application was checked for errors, and it was tested for user acceptance in two parts, the alpha and beta tests. In the alpha test, the program was used by the designers (four academic nurses and 4 IT men) as users, and in the beta test, a group of users (20 nursing studentsThe fundamental elements of a flipped class are that the students must read the content before the class and do the assignment in the class. In this study, this element was considered, and the provided content was given to participants at first. The students read content for each class before the class, and they solved the assignment in the class. The provided content for the flipped class group was designed in the PowerPoint files, and for the gamification in the Flipped Learning Environment group was designed in the application.

It was improved based on their opinions, and in the next stage, the approved application by the designer and user was used in this study.

Lecture group

In the Lecture group, the content of the education was held in the lecture method, and in each section, at the end of class, a scenario of the designed was given to the students as an assignment. They must solve it by next week. At the end of the study, four scenarios were performed by the students as assignments in this group.

Flipped class group

In the Flipped class group, the content was prepared in the four voiced PowerPoints and presented them to the students in the first session. Students read the content of each class, and in class they discussed the educational content and solved the scenarios as an assignment. Eight scenarios were discussed by the students as assignments in this group.

Gamification group

In the Gamification group, in each class, after the educational content was presented, the homework was presented, and students played a scenario of application in the class. Four scenarios were performed by the students as assignments in this group.

Gamification in the flipped learning environment group

In the Gamification in the Flipped Learning Environment group, the designed mobile application was presented in the first session of the course. Students must read the content of the session before the class, and in class they discussed the educational content and solved the scenarios as an assignment. Eight scenarios were performed as homework by students in a gamification environment.

Data collection tools

In this study, a questionnaire with 10 key-feature questions (KFQs) was designed by an expert panel of 10 academic nurses. After designing a KFQ questionnaire, its validity and reliability were examined. Validity was confirmed with a content validity ratio (CVR) of 14 expert (academic nurses) and qualitative validity with 7 academic and 7 clinical nurses; reliability was checked by test-retest. The CVR of the questionnaire was 0.96 and was confirmed. All seven academic and seven clinical nurses confirmed the qualitative validity of the questionnaire. The content validity coefficient based on the number of participating professors (at least 10 people) is 0.49 as the minimum acceptable according to the Lauwshe Tables (18, 19) and the necessity of the items of tools was confirmed.

For the test-retest of KFQ questionnaire, 10 nursing students participated. They filled out the questionnaire twice, with an interval of two weeks. The correlation coefficient between their answers was 0.93 with Spearman’s correlation coefficient. The correlation coefficient above 0.7 is good [ 34 , 35 ].

Additionally, education satisfaction was investigated with the Measuring Student Satisfaction Scale from the Student Outcomes Survey [ 27 ], which includes 20 items. The validity of it was confirmed with CVR, and the reliability was checked by Cronbach’s alpha. The CVR of the questionnaire was 0.91 and was confirmed. Cronbach’s alpha was 0.69. Cronbach’s alpha coefficient above 0.7 is good, 0.3–0.7 is good, and less than 0.3 is poor [ 34 , 35 ]. The overall Cronbach’s alpha was appropriate reliability.

The Sherer questionnaire tool was used to assess the self-efficacy of the nursing students [ 36 ]. This tool contains 17 items on a five-point Likert scale. Sherer et al., confirmed the reliability of the questionnaire with Cronbach’s alpha 0.76 [ 36 ]. Also, for this questionnaire, the validity was confirmed with CVR, and the reliability was checked by Cronbach’s alpha. The CVR of the questionnaire was 0.90 and was confirmed. Cronbach’s alpha was 0.45.

Data analysis

The analysis of the research data was performed using the Statistical Package for Social Sciences version 20. The Kolmogorov-Smirnov test was used to assess the normality of the data. Data analysis was performed by using descriptive tests, such as percentage, mean and standard deviation, and statistical tests, such as the chi-square test, paired t test, and ANOVA. In all statistical tests, a significance level was considered less than 0.05.

In the present study, 166 nursing students, 99 women and 67 men, with an average (standard deviation) age of 21.29 (1.45) years, were participated. The demographic characteristics of the participants are shown in Table  1 . The homogeneity of the intervention and control groups was checked with statistical methods, and the results are reported in Table  1 . There was no statistically significant difference in the demographic characteristics of the participants in the groups ( P  > 0.05).

Comparing the results before and after the intervention, the results of the paired t test indicated a significant difference in the satisfaction, learning and self-efficacy of the learners ( P  < 0.001). Table  2 shows the results of paired t tests.

The ANOVA showed that a statistically significant difference between the mean scores of knowledge and satisfaction after intervention in the four groups ( P  < 0.001). The result of the ANOVA was not significant difference between the mean of the self-efficacy after intervention in the four groups ( P  = 0.101).

In the analysis of the groups, there was a significant difference in the comparison of the knowledge evaluation scores, such that there was a significant difference between the average of the gamification methods in the flipped learning environment group and the gamification compared to the inverted class and lecture, considering equal variance ( P  < 0.001). There were significant differences at the 0.05 level between the two gamification methods in the flipped learning environment group and the gamification group ( P  = 0.03). Gamification and flipped classes had no significant difference ( P  = 0.054). There was no significant difference between the two methods of flipped class and lecture ( P  = 0.43).

According to the ANOVA results, when comparing the satisfaction scores of the groups, there was no significant difference between the means of gamification in the flipped learning environment and the gamification method ( P  = 0.49); however, there was a significant difference between the gamification in the flipped learning environment and the gamification with the flipped class and the lecture. Additionally, there were significant differences between the flipped class and the lecture method ( P  < 0.01).

Discussions

This study aimed to compare the effects of the lecture method, flipped class and gamification in a flipped learning environment on the performance of nursing students in assessing the health status of clients. The demographic characteristics of the participants (gender, age, academic semester, grade point average and theory course score) had the same distribution among the four groups, and there was no statistically significant difference ( P  < 0.05).

Comparing the results before and after the training, the results of the paired t test indicated a significant difference in the satisfaction, learning and self-efficacy of the learners ( P  < 0.001). The results indicate that all four teaching methods effectively affected the learning, satisfaction and self-efficacy of students in evaluating the health status of their clients. However, in the comparison of the 4 groups, ANOVA revealed a statistically significant difference ( P  < 0.001). In the analysis comparing the knowledge evaluation scores of the gamification group with those of the other methods group, there were significant differences ( P  < 0.05), and there was no significant difference between the two methods (Flipped class and lecture) ( P  = 0.439). According to the ANOVA results, the satisfaction scores of the groups were greater for the gamification in the flipped learning environment and gamification groups than for the flipped class and lecture groups ( P  < 0.01). The results of the present research indicate that teaching methods have an effect on students’ learning and satisfaction.

Rachayon and his colleagues also used a task-based learning method in combination with digital games in a flipped learning environment to develop students’ English language skills, and their results also indicated the success of combining the above methods [ 7 ]. Muntrikaeo and his colleagues also used a similar model of task-based learning in combination with games in a reversed environment for teaching English, and their findings were also successful [ 6 ]. The results of the current research, which involved the integration of the gamification in the flipped learning environment for teaching health status assessment to nursing students, are similar to those of the above research.

Zou et al., in their systematic review, found that success in the flipped classroom is related to teachers’ creativity in making the classroom interactive, students’ readiness, and the use of technology [ 37 ]. In the present study, the flipped class, along with the use of gamification in the flipped learning environment, increased learner satisfaction and learning. Therefore, their findings are similar to the findings of the present study.

Hernon and his colleagues reported that the use of technology plays a significant role in the development of nursing students’ skills [ 4 ]. Regarding the use of educational applications for health assessment, the results of their research are the same as the current research, and the use of technology not only plays a role in learning but also it has role in education satisfaction. Considering the results of the present study and similar studies, we can conclude that the use of gamification in the flipped learning environment is an interactive teaching method and can be used to improve nursing education. Gamification can increase the attractiveness of education and promote education. If a good application is designed as a flipped enviroment, it provides more time in the classroom for discussion, interaction, and scenario-based education and promotes education satisfaction.

In this study, the satisfaction with education had a significant difference between the groups, but the students’ self-efficacy, despite the significant difference before and after the intervention, did not have a significant difference between the groups. Since all three studied methods were effective in students’ learning and self-efficacy, it can be said that teachers can improve educational effectiveness and satisfaction by using different methods and combining them in educational situations by considering resources and conditions.

The gamification method was associated with higher satisfaction, but it requires more resources, equipment, and skilled personnel. The flipped class method requires fewer resources, is more cost-effective, and provides more time for practice and group discussion. By combining these two methods, the advantages of both can be used, which is confirmed by the results of the present study. It seems that the upside-down environment provides a good opportunity for life-long training, including the promotion of interaction and teamwork, and along with other methods, it is also associated with more effectiveness and benefits.

In this study, knowledge and satisfaction of education had significant differences between groups, but students’ self-efficacy had not significant difference between groups. Maybe it was due to the fact that we participated in the second and third semesters of nursing students, and the interactive skills of students were not assessed. So, the researchers recommended that more research be conducted with the aim of investigating interactive and communication skills using gamification in a flipped environment.

Therefore, this method is helpful in nursing education as well as other medical fields. It is suggested that this method could be combined with other educational methods, such as task-based and team-based methods, to develop the possibility of developing team-based education and task-based education. Integrated gamification methods in the flipped learning environment with mobile applications have greater attractiveness and satisfaction with effective education, and with the use of appropriate applications, it is necessary to create a sense of competition and learning. But, in this study, the interactive skills of students were not assessed. Finally it is emphasized that teachers can improve the effectiveness of education with their creativity, depending on situation, time, cost, and available resources, by using and integrating educational methods.

The teaching method has an effect on students’ satisfaction with the teaching method, and the use of gamification in the flipped learning environment is more effective than the flipped class method, gamification, and the lecture method. Based on the results of the present research, it can be concluded that teaching methods have an effect on students’ learning and satisfaction. The teaching method has an effect on the satisfaction of the students, and the use of the flipped class method with the use of gamification was associated with more attractiveness and satisfaction in addition to learning. Teachers can improve the effectiveness of education with their creativity, depending on situation, time, cost, and available resources, by using and integrating educational methods.

Limitations

Not installing the program on IOS phones made it impossible for these users to use the application and drop out study, so we recommended that designed application for android and IOS. The ability of the professor to teach with the method of gamification in the flipped learning environment and his mastery of the application are necessary to provide necessary training to the teachers regarding the above methods.

Integrated gamification methods in the flipped learning environment with mobile applications have greater attractiveness and satisfaction. But, in this study, the interactive skills of students were not assessed. So the researchers recommended that more research be conducted with the aim of investigating interactive and communication skills using the gamification method in an upside-down environment.

Data availability

Data is provided within the manuscript or supplementary information files.

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Acknowledgements

The authors also wish to thank all the participants and those who helped us in carrying out the research especially all the staffs of Department of Medical Surgical Nursing of School of Nursing & Midwifery of Shahid Beheshti University of Medical Sciences.

The authors received no specific funding for this work.

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Raziyeh Ghafouri & Vahid Zamanzadeh

Department of Basic Sciences, School of Nursing & Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Malihe Nasiri

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Contributions

VZ and RG formulates the research question that represents the systematic review objective. VZ and RG provide proposal and reports. RG collected the data. MN: Data analysis. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Raziyeh Ghafouri .

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This study was approved by the ethics committee of Shahid Beheshti University of Medical Science (IR.SBMU.PHARMACY.REC.1402.152), and all methods were carried out in accordance with the research ethical codes of the Iran National Committee for Ethics in Biomedical Research. The authors guarantee that they have followed the ethical principles stated in the Declaration of Helsinki (to protect the life, health, dignity, integrity, right to self-determination, privacy, and confidentiality of personal information of research subjects) in all stages of the research. This is the online certificate of the research ethical code: https://ethics.research.ac.ir/ProposalCertificateEn.php?id=404003&Print=true&NoPrintHeader=true&NoPrintFooter=true&NoPrintPageBorder=true&LetterPrint=true . This study was registered in the Iranian Registry of Clinical Trials ( https://irct.behdasht.gov.ir ) on 14/12/2023, with the IRCT ID: IRCT20210131050189N7. To observe ethical considerations, School of Nursing & Midwifery of Shahid Beheshti University of Medical Sciences agreed to participate in the study; the research goals and procedures were elucidated to the participants, the participants were assured of information anonymity and confidentiality, and informed written consent was obtained from each participant and documented. They participated in the study voluntarily and could leave the study at any stage.

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Ghafouri, R., Zamanzadeh, V. & Nasiri, M. Comparison of education using the flipped class, gamification and gamification in the flipped learning environment on the performance of nursing students in a client health assessment: a randomized clinical trial. BMC Med Educ 24 , 949 (2024). https://doi.org/10.1186/s12909-024-05966-2

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Received : 15 March 2024

Accepted : 28 August 2024

Published : 30 August 2024

DOI : https://doi.org/10.1186/s12909-024-05966-2

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Omsk State Medical University

The university.

• Recognitions
• Eligibility
• Fees Structure

Omsk State Medical University was established in 1920 in the Omsk city of the Russian Federation and is one of the oldest medical universities in Russia. It is also one of the largest as well top-ranked medical universities in Russia, constantly securing its position in the list of 100 best universities in Russia. 

For the clinical training of the students, the University has affiliations with 33 hospitals and clinics in the city. Students are provided education with state-of-the-art infrastructure, including research labs and modern medical equipment. In a century-long time, more than 35,000 doctors have been trained at Omsk State Medical University.

Omsk State Medical University is duly approved by the Medical Council of India (MCI) and offers a 6-Year MBBS Program for local as well as international students. Medical aspirants from India who have qualified NEET can apply for direct admission to the MBBS Program of Omsk State Medical University.

Ministry of Science and Higher Education, Russia

World Directory of Medical Schools (WDOMS)

Medical Council of India (MCI)

Educational Commission for Foreign Medical Graduates (ECFMG)

Medical Council of Canada (MCC)

Foundation for Advancement of International Medical Education and Research (FAIMER)

To get admission to the MBBS Program of Omsk State Medical University, the student must qualify NEET-UG (National Eligibility cum Entrance Test-Undergraduate). 

Besides NEET-UG, there is no requirement to go through any additional entrance examination.

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INDIAN FOOD

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Medical Laboratories

Clinical Training

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• Omsk State Medical University was established in 1920 in the Omsk city of Russia.
• Omsk State Medical University constantly ranks in the list of 100 best universities in Russia.
• Since its inception, more than 35,000 doctors have been trained at Omsk State Medical University.
• For the clinical training of the students, Omsk State Medical University has affiliations with 33 hospitals and clinics.
• Library of Omsk State Medical University has a collection of more than 6,00,000 books.

University Address

Mbbs program, admission & support, medical licensing examination support, student life.

In a century-long time, more than 35,000 doctors have been trained at Omsk State Medical University, which is indeed a remarkable achievement. Now, every year, more than 8,500 students graduate from the University. The University has a team of about 500 faculty members. University’s campus is divided into six buildings. 

For the clinical training of the students, the University has affiliations with 33 hospitals and clinics in the city. Students are provided education with state-of-the-art infrastructure, including research labs and modern medical equipment. 

Library of Omsk State Medical University is one of the oldest and leading university libraries in the Russian Federation. It houses a collection of more than 6,00,000 books and also provides access to eBooks, online medical journals, and other internet resources. To help the students easily find and borrow books, an electronic system is installed in the library.  Students are given access to the library database in Russian as well as the English language.

The University is actively involved in various research projects related to medicine and healthcare. Students at Omsk State Medical University get an opportunity to participate in those projects, be a part of the future of medicine, and develop significant skills during the program. 

Quality of Omsk State Medical University’s education system is also certified by the International Organization for Standardization (ISO). For a personalized and modern learning experience, the University has well-equipped classrooms and follows an apt-student teacher ratio. On the campus, the students also have access to various laboratories, including Physics lab, Chemistry lab, and Physiology lab.

The University preserves its 100 years of glorious history and achievements with the help of a dedicated museum on the Campus, which is open for all students and University visitors. 

Omsk State Medical University is also associated with many medical universities and other institutions in Russia as well as other countries to increase joint initiatives, share resources, and facilitate student exchange programs.

Omsk State Medical University is well-recognized in Russia as well as internationally. It is listed in the World Directory of Medical Schools (WDOMS) and certified by the Educational Commission for Foreign Medical Graduates (ECFMG), United States of America. Also, Omsk State Medical University is duly approved by the Medical Council of India (MCI) and the Medical Council of Canada (MCC). Omsk State Medical University offers a 6-Year MBBS Program for local as well as international students. Medical aspirants from India who have qualified NEET can apply for direct admission to the MBBS Program of Omsk State Medical University. 

Omsk State Medical University Ulitsa Lenina, 12, Omsk, Omsk Oblast, Russia, 644099

Omsk State Medical University offers a 6-Year MBBS Program in Russian Medium. For international students, classes for initial years may be conducted in English language. 

The Program for MBBS in Russia is focused on building a strong academic base with a pragmatic approach to education and medical research. To provide hands-on clinical experience, the students studying MBBS in Russia are involved in clinical training from the second year of MBBS. While education in classrooms and laboratories helps the students develop academic skills and sound theoretical understanding, clinical training in University-affiliated hospitals help them apply their knowledge into practice.

To get admission to the MBBS Program of Omsk State Medical University, you can apply online at Rus Education website.

Rus Education is exclusively authorized by the Russian Centre for Science and Culture (Cultural Department of The Embassy of the Russian Federation in India) to promote Russian Education among Indian Citizens. Rus Education is also an authorized associate of Omsk State Medical University. We facilitate one-window admission to the MBBS Program of Omsk State Medical University with no requirement of any donation or capitation and without any entrance examination.

For the living arrangement of students, Omsk State Medical University maintains 6 dormitories. Hostel facilities are well-furnished and equipped with facilities required for daily student life, including shared kitchens, sports facilities and study space. Two or three students share one hostel room. 

The University maintains its own sports and recreational facilities, and interested students can play the sports of their choice to relax and stay fit. 

To arrange recreational activities and community programs for the students, the University has a dedicated Department of Extracurricular and Social Activities. To involve students in social work, University runs different volunteering and charity activities. Depending on their interests, students can also join creative activities like dance, singing, and humor organized by student clubs.

For promoting healthy lifestyle and fitness among students, the University has 22 sports clubs and also operates two gyms and five fitness centers on the campus. These facilities open up a wide array of options for the students to play their favorite sports and stay energetic. 

On off-days, students can also go out to explore Omsk city, which is one of the largest cities in Russia, offering plenty of avenues for amusement. Omsk has numerous museums, historical architectures, classic theaters, and educational institutions that students can explore. While food is available through the mess facility of the University, occasionally, students can go out for dining. To get around in Omsk, students don’t face any problems as the city has well-regulated means for public transport, including buses, taxis, metro, and railways. Being a city where people of many nationalities and religions live together, Omsk offers a high culture and friendly environment for strangers and locals alike. 

So, Omsk State Medical University and the Omsk city offers the very best of education as well as life, making student life not only fruitful but exciting, fulfilling, and full of experiences, and memories.

TOP MEDICAL UNIVERSITIES IN RUSSIA

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Orenburg State Medical University

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Siberian State Medical University

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