Eye Movement Modeled Examples in Sonoanatomical Teaching

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

DRKS

Registry ID

DRKS00027905

Enrollment

150

Registered

2022-04-01

Start date

2022-03-27

Completion date

Unknown

Last updated

2025-04-07

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Eye Movement Modeled Examples

Interventions

Group 1: EMME (Eye Movement Modeled Examples) Group 2: non-EMME

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Medical students in the pre-clinical stage of their studies (semesters 1-4)

Exclusion criteria

Exclusion criteria: none

Design outcomes

Primary

Measure	Time frame
The number of correctly identified sonographic images after the intervention is higher in the intervention group (EMME) than in the control group (non-EMME).	—

Secondary

Measure	Time frame
The acceptance measured with the acceptance scale of Van der Laan et al. (1997) of the intervention (EMME) is as high after the intervention as in the control group (non-EMME) or higher. Cognitive load measured with the PAAS scale is lower after the intervention in the intervention group (EMME) than in the control group (non-EMME). Visual search behaviour measured with eye-tracking parameters is more effective in the intervention group (EMME) than in the control group (non-EMME) after the intervention. Students with less theoretical knowledge benefit more from EMME training than students with more theoretical knowledge.	—

Measure

Time frame

The acceptance measured with the acceptance scale of Van der Laan et al. (1997) of the intervention (EMME) is as high after the intervention as in the control group (non-EMME) or higher. Cognitive load measured with the PAAS scale is lower after the intervention in the intervention group (EMME) than in the control group (non-EMME). Visual search behaviour measured with eye-tracking parameters is more effective in the intervention group (EMME) than in the control group (non-EMME) after the intervention. Students with less theoretical knowledge benefit more from EMME training than students with more theoretical knowledge.

—

Countries

Germany

Contacts

Public ContactDogus Darici

Institut für Anatomie und Neurobiologie

darici@uni-muenster.de0251 83 50204

Outcome results

None listed

Source: DRKS (via WHO ICTRP) · Data processed: Feb 4, 2026