Prenatal CareNCT07530822
Peyton Model In Midwifery Prenatal Education
A study testing Peyton Model Training and Standard Training in people with Prenatal Care and Midwifery Education, run by Saglik Bilimleri Universitesi at 1 site in Turkey (Türkiye).
Trial summary
In this study, conducted with 64 students from the Gülhane Midwifery Department, the impact of the Peyton model on prenatal examination training was investigated. The students, randomly assigned to two groups, received theoretical and skills training; their knowledge, skills (blind assessor), self-efficacy, anxiety… Read more about this study
- Who is it for?
- Any age, women onlyHealthy volunteers can take part
- Conditions the study is for
- Prenatal Care, Midwifery Education, Clinical Self-Efficacy
- What is being tested?
- Peyton Model Training and Standard Training
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 64 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 4 Dec 2025to 20 Feb 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- Women only
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Students who have successfully completed the required first-year courses in the curriculum,
- Students who have not previously performed or observed a prenatal examination,
- Students who volunteer to participate in the study will be included in the study.
Who cannot join
- Students who had a medical certificate or were on leave during the period the study was conducted,
- Students who previously took the "Normal Pregnancy Process" and "High-Risk Pregnancies" courses and failed them,
- Graduates of a health vocational high school,
- Students with a diagnosed psychological disorder, those experiencing anxiety, or those taking medication for psychiatric treatment will not be included in the study.
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
University of Health Sciences, Gulhane Faculty of Health Sciences, Department of Midwifery
Ankara, keçiören, 06010
About this study
Official title: The Effect Of Prenatal Care Training Using The Peyton Model On Midwifery Students' Knowledge, Skills, Self-Efficacy, Anxiety, And Satisfaction Levels
In this study, conducted with 64 students from the Gülhane Midwifery Department, the impact of the Peyton model on prenatal examination training was investigated. The students, randomly assigned to two groups, received theoretical and skills training; their knowledge, skills (blind assessor), self-efficacy, anxiety, and satisfaction levels were measured in laboratory and clinical settings 1 and 8 weeks after the training.
Read the detailed description
This thesis study included 64 second-year students enrolled in the Midwifery Department at the Gülhane Faculty of Health Sciences, University of Health Sciences, who had not previously received any training in prenatal care. The participating students were asked to complete the "Student Demographic Information Form," the "Prenatal Examination Knowledge Test," and the "Clinical Performance Self-Efficacy Scale." The students were randomly assigned to two groups: the Peyton Group and the Standard Group. Both groups first received theoretical instruction in a classroom setting, followed by skill training tailored to their respective groups in a laboratory setting one week later. One week after the completion of both theoretical and practical training, the students were invited to the laboratory for the initial assessment. At this stage, participants were asked to complete the "Prenatal Examination Knowledge Test," the "Clinical Performance Self-Efficacy Scale," and the "State Anxiety Inventory" prior to the practical assessment. Practical skills were assessed by a blind evaluator through observation using the "Prenatal Examination Skills Checklist" on a mannequin. Eight weeks after the initial assessment, students were invited to the Prenatal Care Clinic at Gülhane Training and Research Hospital for the clinical practice assessment. Prior to the clinical evaluation, the students were asked to complete the "State Anxiety Inventory." The clinical prenatal examination was evaluated in the same manner by a blind evaluator using the "Prenatal Examination Skills Checklist." At the conclusion of the study, the students were asked to complete the "Satisfaction Survey on Teaching Methods" to determine their opinions regarding the teaching methods employed.
- Conditions
- Prenatal Care, Midwifery Education, Clinical Self-Efficacy, Anxiety
- Being tested
- Peyton Model Training, Standard Training
- Keywords
- Peyton Model, Midwifery Education, Prenatal Care
- Medical subject headings
- Anxiety Disorders
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Peyton Model TrainingOther
A four-step instructional method (Demonstration, Deconstruction, Comprehension, and Performance)
Standard TrainingOther
Traditional lecture and demonstration-based training
| Study group | Role | What they receive |
|---|---|---|
| Peyton Group | Experimental | Midwifery students receiving prenatal care training based on the Peyton Model Receives: Other: Peyton Model Training |
| Standart Group | Active comparator | Midwifery students receiving standard prenatal care training Receives: Other: Standard Training |
What is being measured
The primary outcome is the main question the study is designed to answer.
Prenatal Examination Skill Scores
The Prenatal Care Skills Checklist was developed by the researchers and consists of 84 items within 4 subscales (Communication, History Taking, Physical Examination, and Evaluation/Planning/Documentation). The checklist uses a 2-point Likert scale and is evaluated on a 100-point system, where higher scores indicate an increased level of skill. Its content validity was validated by CVI.
Measured: 1 week and 8 weeks post-training
Secondary outcomes (4)
Clinical Performance Self-Efficacy Scale
The Self-Efficacy in Clinical Performance Scale (SECPS) was developed by Cheraghi et al. (2009) and adapted into Turkish by Pozam and Zaybak (2013). It consists of 37 items and 4 subscales (Data Collection, Nursing Diagnosis/Planning, Implementation, and Evaluation). The scale uses an 11-point Likert-type format ranging from 0% to 100%. Evaluation is based on mean item scores (0-100), where higher scores indicate an increased level of clinical self-efficacy. The Cronbach's alpha coefficient was .98
Measured: Before training, 1 week and 8 week post-training
State Anxiety Levels
The State-Trait Anxiety Inventory (STAI-S) was developed by Spielberger (1970) and adapted into Turkish by Öner and Le Compte (1983). For this study, the State Anxiety subscale (STAI-S) is used, consisting of 20 items that evaluate the individual's anxiety level at a specific moment. It is scored on a 4-point Likert scale, with total scores ranging from 20 to 80. Higher scores indicate an increased level of anxiety. The Cronbach's alpha coefficient for this subscale ranges from 0.94 to 0.96.
Measured: 1 week and 8 weeks post-training
Prenatal Care Knowledge Scores
The Knowledge Test, developed by the researchers, consists of 25 items. Total scores range from 0 to 100, where higher scores indicate greater knowledge levels. The content validity was confirmed by experts using the Content Validity Index (CVI).
Measured: Before training, 1 week and 8 week post-training
Satisfaction with Teaching Methods
The Educational Methods Satisfaction Questionnaire, developed by Gürpınar (2005), aims to evaluate participants' satisfaction with the educational method. It consists of 16 items scored on a 5-point Likert scale (1: Strongly disagree - 5: Strongly agree). The total score ranges from 16 to 80, where higher scores indicate an increased level of satisfaction. The internal consistency of the scale was validated with a Cronbach's alpha of 0.84.
Measured: 8 weeks post-training (at the end of the study)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted15 Apr 2026
- Study start4 Dec 2025
- Primary completion26 Dec 2025
- Study completion20 Feb 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (14)Papers the sponsor has linked to this study.
- Other trials for Prenatal CareStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- A randomized parallel-group study design was used. Participants were divided into two groups: the intervention group receiving prenatal care training based on the Peyton Model, and the control group receiving standard training.
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 64 participants (actual)
Sponsor and investigators
- Lead sponsor
- Saglik Bilimleri Universitesi
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Gizem Aydemir, Saglik Bilimleri Universitesi
- Investigators
- Nazan Karahan, Professor, Ph.D., Principal investigator, Saglik Bilimleri Universitesi
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07530822
- Sponsor's protocol ID
- SBU-EBE-GA-01
- Status last verified
- Apr 2026
- First submitted
- 1 Apr 2026
- Last updated
- 15 Apr 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Heriwardito A, Ramlan AAW, Basith A, Aristya L. Effectiveness of endotracheal intubation and mask ventilation procedural skills training on second-year student using modified Peyton's Four-Step approach during COVID-19 pandemic. Med Educ Online. 2023 Dec;28(1):2256540. doi: 10.1080/10872981.2023.2256540.
PubMed 37679958Zhang X, Sun Z, Lan Q, Xu M, Guo X, Wei B. Enhancing Maternal ACLS Training: Evaluating the Effectiveness of a Modified Peyton's Four-Step Teaching Approach. Adv Med Educ Pract. 2025 Oct 10;16:1837-1845. doi: 10.2147/AMEP.S542286. eCollection 2025.
PubMed 41098552Matschl J, Ploger R, Wittek A, Walter A, Gembruch U, Strizek B, Recker F. Developing and Assessing an Integrated Comprehensive Obstetric Ultrasound Training Program for Undergraduate Medical Students - the Fetal Assessment in Medical Education Study (FAME study). Geburtshilfe Frauenheilkd. 2025 Mar 3;85(9):976-986. doi: 10.1055/a-2531-2707. eCollection 2025 Sep.
PubMed 40904337Cenaj D, Schulte-Uentrop L, Laura Kroger LF, Kullmei J, Haus JM, Moll-Khosrawi P. The Effectiveness of Peyton's 4-Step Approach to Teach Resuscitation Skills: A Randomized Controlled Clarification Study. J Med Educ Curric Dev. 2025 Jul 24;12:23821205251358090. doi: 10.1177/23821205251358090. eCollection 2025 Jan-Dec.
PubMed 40735144Balafoutas D, Joukhadar R, Kiesel M, Hausler S, Loeb S, Woeckel A, Herr D. The Role of Deconstructive Teaching in the Training of Laparoscopy. JSLS. 2019 Apr-Jun;23(2):e2019.00020. doi: 10.4293/JSLS.2019.00020.
PubMed 31285653Dasci S, Schrem H, Oldhafer F, Beetz O, Kleine-Dopke D, Vondran F, Beneke J, Sarisin A, Ramackers W. Learning surgical knot tying and suturing technique - effects of different forms of training in a controlled randomized trial with dental students. GMS J Med Educ. 2023 Jun 15;40(4):Doc48. doi: 10.3205/zma001630. eCollection 2023.
PubMed 37560044Leitmann A, Reinert S, Weise H. Surgical suture course for dental students with the Peyton-4-step approach versus the PDCA cycle using video assisted self-monitoring. BMC Oral Health. 2020 Dec 30;20(1):365. doi: 10.1186/s12903-020-01309-x.
PubMed 33380320Smith CJ, Rohlfsen C, Wardian J, Sahak K. Teaching Procedural Skills: Integrating Educational Theory Into Practice. MedEdPORTAL. 2024 Dec 11;20:11476. doi: 10.15766/mep_2374-8265.11476. eCollection 2024.
PubMed 39664508Schmidt M, Schauwinhold MT, Loeffler LAK, Klasen M, Lambert SI, Sopka S, Vogt L. Safety management within the scope of teaching practical clinical skills: framing errors for cardiopulmonary resuscitation training - a multi-arm randomized controlled equivalence trial. Ann Med. 2024 Dec;56(1):2408458. doi: 10.1080/07853890.2024.2408458. Epub 2024 Oct 7.
PubMed 39624958Abbasi M, Taghadosi M, Atoof F, Hosseiniara R. A quasi-experimental comparison of Kolb and Peyton educational approaches on CPR knowledge and performance among nurses. BMC Med Educ. 2025 Apr 14;25(1):530. doi: 10.1186/s12909-025-06996-0.
PubMed 40229639Briones-Zamora KH, Briones-Claudett KH, Diaz Mora P, Berrus Zhumi E, Polanco Montero A, Serrano Torres WE, Benites Solis J, Briones-Zamora AD, Briones-Marquez DC. Comparison of Peyton's Four-Step Approach and Rapid Cycle Deliberate Practice in Basic and Advanced Airway Management: A Simulation-Based Study. Cureus. 2025 Aug 14;17(8):e90113. doi: 10.7759/cureus.90113. eCollection 2025 Aug.
PubMed 40823457Breunig M, Kingsley R, Schroeder D, Kraus J, Plooster C, Galush T, Boldenow L, Ragaisis T, Regan H, Schouten WM, Shafay R, Issa M, T Kashiwagi D. The effect of Peyton's four-step method for teaching point-of-care ultrasound psychomotor skills: an experimental study. Ultrasound J. 2025 Nov 11;17(1):58. doi: 10.1186/s13089-025-00466-w.
PubMed 41217693Giacomino K, Caliesch R, Sattelmayer KM. The effectiveness of the Peyton's 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression. PeerJ. 2020 Oct 9;8:e10129. doi: 10.7717/peerj.10129. eCollection 2020.
PubMed 33083149Sahin M, Dogu O. The effect of Halsted and Peyton teaching approaches on objective performance, self-regulated learning and satisfaction in nursing skills education: A randomized controlled trial. Nurse Educ Pract. 2026 Mar;92:104726. doi: 10.1016/j.nepr.2026.104726. Epub 2026 Jan 27.
PubMed 41621188
Study at a glance
From the registry record, last updated by the sponsor on 15 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect Of Prenatal Care Training Using The Peyton Model On Midwifery Students' Knowledge, Skills, Self-Efficacy, Anxiety, And Satisfaction Levels
- ClinicalTrials.gov ID
- NCT07530822
- Acronym / sponsor ID
- SBU-EBE-GA-01
- Conditions
- Prenatal Care, Midwifery Education, Clinical Self-Efficacy, Anxiety
- Keywords
- Peyton Model, Midwifery Education, Prenatal Care
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 64 participants (actual)
- Lead sponsor
- Saglik Bilimleri UniversitesiUniversity, hospital or other
- Study start
- 4 Dec 2025 (actual)
- Primary completion
- 26 Dec 2025 (actual)
- Study completion
- 20 Feb 2026 (actual)
- First posted
- 15 Apr 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
In this study, conducted with 64 students from the Gülhane Midwifery Department, the impact of the Peyton model on prenatal examination training was investigated. The students, randomly assigned to two groups, received theoretical and skills training; their knowledge, skills (blind assessor), self-efficacy, anxiety, and satisfaction levels were measured in laboratory and clinical settings 1 and 8 weeks after the training.
Detailed description
This thesis study included 64 second-year students enrolled in the Midwifery Department at the Gülhane Faculty of Health Sciences, University of Health Sciences, who had not previously received any training in prenatal care. The participating students were asked to complete the "Student Demographic Information Form," the "Prenatal Examination Knowledge Test," and the "Clinical Performance Self-Efficacy Scale." The students were randomly assigned to two groups: the Peyton Group and the Standard Group. Both groups first received theoretical instruction in a classroom setting, followed by skill training tailored to their respective groups in a laboratory setting one week later. One week after the completion of both theoretical and practical training, the students were invited to the laboratory for the initial assessment. At this stage, participants were asked to complete the "Prenatal Examination Knowledge Test," the "Clinical Performance Self-Efficacy Scale," and the "State Anxiety Inventory" prior to the practical assessment. Practical skills were assessed by a blind evaluator through observation using the "Prenatal Examination Skills Checklist" on a mannequin. Eight weeks after the initial assessment, students were invited to the Prenatal Care Clinic at Gülhane Training and Research Hospital for the clinical practice assessment. Prior to the clinical evaluation, the students were asked to complete the "State Anxiety Inventory." The clinical prenatal examination was evaluated in the same manner by a blind evaluator using the "Prenatal Examination Skills Checklist." At the conclusion of the study, the students were asked to complete the "Satisfaction Survey on Teaching Methods" to determine their opinions regarding the teaching methods employed.
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
- Model description
- A randomized parallel-group study design was used. Participants were divided into two groups: the intervention group receiving prenatal care training based on the Peyton Model, and the control group receiving standard training.
| Arm | Type | Receives |
|---|---|---|
| Peyton Group | Experimental | Other: Peyton Model TrainingMidwifery students receiving prenatal care training based on the Peyton Model |
| Standart Group | Active comparator | Other: Standard TrainingMidwifery students receiving standard prenatal care training |
Who may qualify
- Sex
- Female only
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (3 listed)
- Students who have successfully completed the required first-year courses in the curriculum,
- Students who have not previously performed or observed a prenatal examination,
- Students who volunteer to participate in the study will be included in the study.
Key exclusion criteria (4 listed)
- Students who had a medical certificate or were on leave during the period the study was conducted,
- Students who previously took the "Normal Pregnancy Process" and "High-Risk Pregnancies" courses and failed them,
- Graduates of a health vocational high school,
- Students with a diagnosed psychological disorder, those experiencing anxiety, or those taking medication for psychiatric treatment will not be included in the study.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Peyton Model TrainingA four-step instructional method (Demonstration, Deconstruction, Comprehension, and Performance) | Other | Peyton Group |
| Standard TrainingTraditional lecture and demonstration-based training | Other | Standart Group |
Primary outcome
Prenatal Examination Skill Scores
Time frame: 1 week and 8 weeks post-training
The Prenatal Care Skills Checklist was developed by the researchers and consists of 84 items within 4 subscales (Communication, History Taking, Physical Examination, and Evaluation/Planning/Documentation). The checklist uses a 2-point Likert scale and is evaluated on a 100-point system, where higher scores indicate an increased level of skill. Its content validity was validated by CVI.
4 secondary outcomes
Clinical Performance Self-Efficacy Scale
Time frame: Before training, 1 week and 8 week post-training
State Anxiety Levels
Time frame: 1 week and 8 weeks post-training
Prenatal Care Knowledge Scores
Time frame: Before training, 1 week and 8 week post-training
Satisfaction with Teaching Methods
Time frame: 8 weeks post-training (at the end of the study)
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 15 Apr 2026.
- Background: PubMed 37679958Heriwardito A, Ramlan AAW, Basith A, Aristya L. Effectiveness of endotracheal intubation and mask ventilation procedural skills training on second-year student using modified Peyton's Four-Step approach during COVID-19 pandemic. Med Educ Online. 2023 Dec;28(1):2256540. doi: 10.1080/10872981.2023.2256540.
- Background: PubMed 41098552Zhang X, Sun Z, Lan Q, Xu M, Guo X, Wei B. Enhancing Maternal ACLS Training: Evaluating the Effectiveness of a Modified Peyton's Four-Step Teaching Approach. Adv Med Educ Pract. 2025 Oct 10;16:1837-1845. doi: 10.2147/AMEP.S542286. eCollection 2025.
- Background: PubMed 40904337Matschl J, Ploger R, Wittek A, Walter A, Gembruch U, Strizek B, Recker F. Developing and Assessing an Integrated Comprehensive Obstetric Ultrasound Training Program for Undergraduate Medical Students - the Fetal Assessment in Medical Education Study (FAME study). Geburtshilfe Frauenheilkd. 2025 Mar 3;85(9):976-986. doi: 10.1055/a-2531-2707. eCollection 2025 Sep.
- Background: PubMed 40735144Cenaj D, Schulte-Uentrop L, Laura Kroger LF, Kullmei J, Haus JM, Moll-Khosrawi P. The Effectiveness of Peyton's 4-Step Approach to Teach Resuscitation Skills: A Randomized Controlled Clarification Study. J Med Educ Curric Dev. 2025 Jul 24;12:23821205251358090. doi: 10.1177/23821205251358090. eCollection 2025 Jan-Dec.
- Background: PubMed 31285653Balafoutas D, Joukhadar R, Kiesel M, Hausler S, Loeb S, Woeckel A, Herr D. The Role of Deconstructive Teaching in the Training of Laparoscopy. JSLS. 2019 Apr-Jun;23(2):e2019.00020. doi: 10.4293/JSLS.2019.00020.
- Background: PubMed 37560044Dasci S, Schrem H, Oldhafer F, Beetz O, Kleine-Dopke D, Vondran F, Beneke J, Sarisin A, Ramackers W. Learning surgical knot tying and suturing technique - effects of different forms of training in a controlled randomized trial with dental students. GMS J Med Educ. 2023 Jun 15;40(4):Doc48. doi: 10.3205/zma001630. eCollection 2023.
- Background: PubMed 33380320Leitmann A, Reinert S, Weise H. Surgical suture course for dental students with the Peyton-4-step approach versus the PDCA cycle using video assisted self-monitoring. BMC Oral Health. 2020 Dec 30;20(1):365. doi: 10.1186/s12903-020-01309-x.
- Background: PubMed 39664508Smith CJ, Rohlfsen C, Wardian J, Sahak K. Teaching Procedural Skills: Integrating Educational Theory Into Practice. MedEdPORTAL. 2024 Dec 11;20:11476. doi: 10.15766/mep_2374-8265.11476. eCollection 2024.
- Background: PubMed 39624958Schmidt M, Schauwinhold MT, Loeffler LAK, Klasen M, Lambert SI, Sopka S, Vogt L. Safety management within the scope of teaching practical clinical skills: framing errors for cardiopulmonary resuscitation training - a multi-arm randomized controlled equivalence trial. Ann Med. 2024 Dec;56(1):2408458. doi: 10.1080/07853890.2024.2408458. Epub 2024 Oct 7.
- Background: PubMed 40229639Abbasi M, Taghadosi M, Atoof F, Hosseiniara R. A quasi-experimental comparison of Kolb and Peyton educational approaches on CPR knowledge and performance among nurses. BMC Med Educ. 2025 Apr 14;25(1):530. doi: 10.1186/s12909-025-06996-0.
- Background: PubMed 40823457Briones-Zamora KH, Briones-Claudett KH, Diaz Mora P, Berrus Zhumi E, Polanco Montero A, Serrano Torres WE, Benites Solis J, Briones-Zamora AD, Briones-Marquez DC. Comparison of Peyton's Four-Step Approach and Rapid Cycle Deliberate Practice in Basic and Advanced Airway Management: A Simulation-Based Study. Cureus. 2025 Aug 14;17(8):e90113. doi: 10.7759/cureus.90113. eCollection 2025 Aug.
- Background: PubMed 41217693Breunig M, Kingsley R, Schroeder D, Kraus J, Plooster C, Galush T, Boldenow L, Ragaisis T, Regan H, Schouten WM, Shafay R, Issa M, T Kashiwagi D. The effect of Peyton's four-step method for teaching point-of-care ultrasound psychomotor skills: an experimental study. Ultrasound J. 2025 Nov 11;17(1):58. doi: 10.1186/s13089-025-00466-w.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Nazan Karahan, Professor, Ph.D. principal investigator
Saglik Bilimleri Universitesi
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Peyton Model Training and Standard Training in people with Prenatal Care and Midwifery Education, run by Saglik Bilimleri Universitesi at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 15 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Prenatal Examination Skill Scores (time frame: 1 week and 8 weeks post-training). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07530822, which also lists 14 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 15 Apr 2026.