Can Increased Medical Competence Reduce State Anxiety in Junior Doctors in the Emergency Department?

NCT ID: NCT06842394

Last Updated: 2025-02-24

Basic Information

• Recruitment Status: ENROLLING_BY_INVITATION
• Clinical Phase: NA
• Total Enrollment: 216 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-01-01
• Study Completion Date: 2025-09-01

Brief Summary

This randomized controlled trial investigates whether an adaptive e-learning program on acute and time critical medical conditions can reduce state anxiety and improve the competence of junior doctors working in emergency departments. Junior doctors assigned to frontline shifts will be enrolled and randomized into two groups: an intervention group receiving the e-learning program within the first six weeks of employment and a control group receiving standard onboarding with delayed access to the program. The primary outcome is the change in state anxiety levels, assessed using the State-Trait Anxiety Inventory (STAI-6). Secondary outcomes include perceived self-efficacy during shifts and self-assessed competency improvements.

Detailed Description

The healthcare system is under increasing pressure due to demographic changes, including a growing elderly population and a shrinking workforce. This intensifies the challenges of recruiting and retaining healthcare professionals, particularly in high-stress environments like emergency departments. Junior doctors often face significant anxiety during their early careers, which is associated with higher rates of burnout, decreased job satisfaction, and early career attrition Transitioning from medical education to clinical practice is a critical period marked by high levels of stress and anxiety. Research highlights that new doctors frequently report feeling inadequately prepared for the demands of clinical work, particularly in acute care settings where decision-making is both time-sensitive and impactful. Anxiety during this transition is not only detrimental to individual well-being but also impacts patient safety and care quality.

Prior interventions, including simulation-based training and e-learning programs, have shown promise in reducing stress and improving clinical competence among healthcare professionals. For example, adaptive e-learning platforms have demonstrated efficacy in tailoring content to individual learners' needs, enhancing knowledge retention, and fostering confidence in clinical skills.

Building on this evidence, the MINDED trial (MedIcal juNior Doctors Emergency Department) aims to evaluate the impact of an adaptive e-learning program tailored specifically for junior doctors in emergency medicine. This program is designed to improve their theoretical knowledge and practical competencies, thereby reducing anxiety and enhancing performance during emergency shifts. By addressing both psychological and educational needs, the trial seeks to contribute to a more resilient and competent workforce in acute care.

Objectives

1. Primary Objective: To assess the impact of the adaptive e-learning program on reducing state anxiety levels in junior doctors.

2. Secondary Objectives: To evaluate improvements in perceived self-efficacy during shifts and competency following the intervention.

Hypotheses

1. Participation in the adaptive e-learning program will significantly reduce state anxiety compared to controls.

2. The adaptive e-learning program will enhance both objective and subjective medical competence among participants.

Conditions

State Anxiety; Psychological Stress; Education, Medical; E-learning; Acute Medical Unit

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: HEALTH_SERVICES_RESEARCH
• Blinding Strategy: NONE

Study Groups

Adaptive e-learning

The intervention group will receive the adaptive e-learning program in addition to standard onboarding within the first six weeks of employment

Group Type: EXPERIMENTAL

Adaptive E-learning

Intervention Type: OTHER

An adaptive e-learning program comprising 13 modules each unfolding and testing the learners knowledge and ability to assess own competence regarding specific acute and time critical medical patient conditions.

Standard onboarding

The control group will receive standard onboarding

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Adaptive E-learning

An adaptive e-learning program comprising 13 modules each unfolding and testing the learners knowledge and ability to assess own competence regarding specific acute and time critical medical patient conditions.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Junior residents in front- or middle-level shifts in emergency departments across the Capital Region of Denmark.
• Employed between January 1, 2025, and April 31, 2025.

Exclusion Criteria

• Prior exposure to the adaptive e-learning program.
• Denying participation.

• Minimum Eligible Age: 18 Months
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Rigshospitalet, Denmark

OTHER

Sponsor Role: collaborator

Copenhagen Academy for Medical Education and Simulation

OTHER

Sponsor Role: lead

Responsible Party

Anna Sofie Mundt

Principal Investigator

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Jonas P Eiberg, PhD

Role: PRINCIPAL_INVESTIGATOR

Department of Vascular Surgery, The Heart Center, University Hospital of Copenhagen - Rigshospitalet and Copenhagen Academy for Medical Education and Simulation

Locations

Emergency Departments in the Capital Region of Denmark

Copenhagen, Capital Region, Denmark

Countries

Denmark

References

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Reference Type: BACKGROUND

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Other Identifiers

F-24053546

Identifier Type: -

Identifier Source: org_study_id