Trial to Assess Best Methods for Engaging Academic Physicians in Grateful Patient Philanthropy

NCT ID: NCT01328977

Last Updated: 2023-10-26

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

45 participants

Study Classification

INTERVENTIONAL

Study Start Date

2010-03-31

Study Completion Date

2010-10-31

Brief Summary

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This study attempted to identify the best method for educating and engaging academic physicians in grateful patient philanthropy.

Detailed Description

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In this small trial assessing the impact of educational methodologies, we are looking to determine which of the following 3 approaches will be most successful in engaging academic physicians in grateful patient philanthropy;

* email advice
* didactic session led by experts
* one-on-one coaching by development professionals

Conditions

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Physician's Role

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

OTHER

Blinding Strategy

NONE

Study Groups

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emails, book

Group Type ACTIVE_COMPARATOR

education

Intervention Type BEHAVIORAL

teaching

didactic teaching from experts

Group Type ACTIVE_COMPARATOR

education

Intervention Type BEHAVIORAL

teaching

personal coaching by development profs

Group Type EXPERIMENTAL

education

Intervention Type BEHAVIORAL

teaching

Interventions

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education

teaching

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* academic physicians

Exclusion Criteria

* having secured grateful patient philanthropy in past
Eligible Sex

ALL

Accepts Healthy Volunteers

Yes

Sponsors

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Johns Hopkins University

OTHER

Sponsor Role lead

Responsible Party

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Responsibility Role SPONSOR

Principal Investigators

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Scott M Wright, MD

Role: PRINCIPAL_INVESTIGATOR

JHU SOM

Other Identifiers

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NA_00029824

Identifier Type: -

Identifier Source: org_study_id

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