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IRCT20250729066677N1 IRCT 2025-07-31 Tarbiat Modares University Comparison of the Effect of Educational Intervention Based on Lecture-Based Learning with Problem/Case-Based Learning on Knowledge, Attitude, and Practice of Female Students Regarding Breast Cancer Comparison of the Effect of Educational Intervention Based on Lecture-Based Learning (LBL) with Problem/Case-Based Learning (PCBL) on Knowledge, Attitude, and Practice (KAP) of Female Students Regarding Breast Cancer 2025-07-31 anticipated 240 Complete https://irct.ir/trial/85209 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: Participants will be selected through Simple Random Sampling. The Student List will be Sorted according to Student ID Numbers, and Using R Software, Participants will be randomly Selected from the First Row to the Last until the Required Sample Size is Reached (120 Samples in the Medical Group and 120 in the Non-Medical Group). Then, the Selected Samples will be randomly Divided into Four Groups: Control 1, Control 2, Intervention 1, and Intervention 2, using the Software. N/A Breast Cancer. Intervention 1: Intervention Group 1: Using the lecture method (LBL), an educational package based on the Fourth Revision Summer 1403 version of the Ministry of Health regarding breast cancer, along with multimedia content, will be delivered to participants in three one-hour sessions over two weeks. The training will be conducted in a hybrid format, combining in-person and virtual methods. The training approach in this group will involve creating a dedicated group on a reputable platform, where the educational objectives will be explained to the students. This group will receive three hours of instruction based on the Ministry of Health’s educational package. The instructor will use multimedia, PowerPoint presentations, educational slides, and motion graphic videos to thoroughly explain topics related to breast cancer prevention, warning signs, risk factors (both controllable and uncontrollable), self-care recommendations for prevention, methods of early detection and screening, clinical breast examination (BSE) by oneself, and mammography. It is expected that students will gain a solid theoretical understanding of these topics throughout the sessions. Intervention 2: Intervention Group 2: Using a combined method (PCBL), the educational package provided by the Ministry of Health, along with multimedia content, will be delivered to participants in three one-hour sessions over two weeks. The training will be conducted in a hybrid format, combining in-person and virtual methods. The approach in this group will involve creating a group on a reputable platform in the first stage, followed by an introductory session where the educational objectives will be explained to the students. Initially, an online group will be established on the "Bale" platform, which facilitates online collaboration, before the start of the theoretical classes. This online group will be used for posing questions related to the educational content to be taught (PBL-based teaching method).The instructor will design 5 to 6 open-ended problems based on the Ministry of Health's educational package, covering aspects such as breast cancer prevention methods, warning signs, risk factors (modifiable and non-modifiable), self-care recommendations for breast cancer prevention, methods of early detection and screening, clinical breast examination (BSE) by oneself, and mammography. Educational materials will also be sent to students before the classes begin. Subsequently, students will engage in discussions and debates. The instructor present in the group will provide guidance, answer questions, and offer additional explanations as needed. In the second stage, after students respond to these questions using the PBL approach, the instructor can identify challenges and weaknesses in student learning, allowing for more targeted and effective explanations. This method not only enhances teaching efficiency but also encourages students to think independently. Following this, the CBL (Case-Based Learning) approach will be employed, using simulated clinical scenarios and cases related to breast cancer. Students will be divided into smaller groups to analyze and discuss each case. During this phase, the instructor will ask more clinical questions regarding the timing and steps of performing BSE, what constitutes an abnormal finding in this examination, and the subsequent diagnostic actions. These questions aim to stimulate critical thinking, encourage immediate responses from students, increase their interest in learning, and generate new questions. Finally, proper practical training on how to perform BSE correctly will be provided. All content will be reviewed and approved by clinical specialists beforehand to ensure scientific accuracy, cultural appropriateness, and alignment with national screening guidelines. Intervention 3: Control group 1: The control group will not receive any intervention. At the end of the session arranged for questionnaire completion, the PorsLine link will be provided to the participants, along with instructions on how to complete the questionnaire. One month after, further explanations regarding the completion process will be given to the participants. At the end of the study, if they are interested, the relevant training will also be provided to this group. Intervention 4: Control group 2: This group will consist of individuals who are regularly engaged with AI tools such as ChatGPT and similar platforms to obtain information. Like Control Group 1, this group will not receive any educational intervention. The questionnaire will be completed by participants before the start of the study and one month later. Subsequently, if they are interested, they will receive the relevant training. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is There is no additional information available.
public Melika Moeinadini
No. 7, Alley 55,Jahad Blvd., Kerman
Kerman Iran (Islamic Republic of) 7619863355 +98 34 3272 2218 m.moeinadini@modares.ac.ir Tarbiat Modares University scientific Najmeh Tehranian
Nasr., Jalal AleAhmad., Tehran
Tehran Iran (Islamic Republic of) 1411713116 +98 21 8288 3589 tehranian@modares.ac.ir Tarbiat Modares University Iran (Islamic Republic of) Registration in One of the Postgraduate Programs Willingness to Participate in the Study No Diagnosed Breast Cancer no limit no limit Female C50 Malignant neoplasm of breast Other Other Other Other Intervention Group 1: Using the lecture method (LBL), an educational package based on the Fourth Revision Summer 1403 version of the Ministry of Health regarding breast cancer, along with multimedia content, will be delivered to participants in three one-hour sessions over two weeks. The training will be conducted in a hybrid format, combining in-person and virtual methods. The training approach in this group will involve creating a dedicated group on a reputable platform, where the educational objectives will be explained to the students. This group will receive three hours of instruction based on the Ministry of Health’s educational package. The instructor will use multimedia, PowerPoint presentations, educational slides, and motion graphic videos to thoroughly explain topics related to breast cancer prevention, warning signs, risk factors (both controllable and uncontrollable), self-care recommendations for prevention, methods of early detection and screening, clinical breast examination (BSE) by oneself, and mammography. It is expected that students will gain a solid theoretical understanding of these topics throughout the sessions. Intervention Group 2: Using a combined method (PCBL), the educational package provided by the Ministry of Health, along with multimedia content, will be delivered to participants in three one-hour sessions over two weeks. The training will be conducted in a hybrid format, combining in-person and virtual methods. The approach in this group will involve creating a group on a reputable platform in the first stage, followed by an introductory session where the educational objectives will be explained to the students. Initially, an online group will be established on the "Bale" platform, which facilitates online collaboration, before the start of the theoretical classes. This online group will be used for posing questions related to the educational content to be taught (PBL-based teaching method).The instructor will design 5 to 6 open-ended problems based on the Ministry of Health's educational package, covering aspects such as breast cancer prevention methods, warning signs, risk factors (modifiable and non-modifiable), self-care recommendations for breast cancer prevention, methods of early detection and screening, clinical breast examination (BSE) by oneself, and mammography. Educational materials will also be sent to students before the classes begin. Subsequently, students will engage in discussions and debates. The instructor present in the group will provide guidance, answer questions, and offer additional explanations as needed. In the second stage, after students respond to these questions using the PBL approach, the instructor can identify challenges and weaknesses in student learning, allowing for more targeted and effective explanations. This method not only enhances teaching efficiency but also encourages students to think independently. Following this, the CBL (Case-Based Learning) approach will be employed, using simulated clinical scenarios and cases related to breast cancer. Students will be divided into smaller groups to analyze and discuss each case. During this phase, the instructor will ask more clinical questions regarding the timing and steps of performing BSE, what constitutes an abnormal finding in this examination, and the subsequent diagnostic actions. These questions aim to stimulate critical thinking, encourage immediate responses from students, increase their interest in learning, and generate new questions. Finally, proper practical training on how to perform BSE correctly will be provided. All content will be reviewed and approved by clinical specialists beforehand to ensure scientific accuracy, cultural appropriateness, and alignment with national screening guidelines. Control group 1: The control group will not receive any intervention. At the end of the session arranged for questionnaire completion, the PorsLine link will be provided to the participants, along with instructions on how to complete the questionnaire. One month after, further explanations regarding the completion process will be given to the participants. At the end of the study, if they are interested, the relevant training will also be provided to this group. Control group 2: This group will consist of individuals who are regularly engaged with AI tools such as ChatGPT and similar platforms to obtain information. Like Control Group 1, this group will not receive any educational intervention. The questionnaire will be completed by participants before the start of the study and one month later. Subsequently, if they are interested, they will receive the relevant training. Knowledge, Attitude and Practice of Breast Cancer. Timepoint: at three-time points: before, immediately after, and one month post-intervention. Method of measurement: a localized, Iran-specific knowledge, attitude and practice (KAP) questionnaire on breast cancer. Tarbiat Modares University Approved 2025-07-28 Ethics committee of Tarbiat Modares University No. 4, Alley 55, Jihad Blvd kerman Kerman Iran (Islamic Republic of)