4 Clinical Trials for Various Conditions
The primary goal of this study is to assess real-world effectiveness and implementation of an evidence-based multi-component strategy to achieve equity in the allocation rate of advanced heart failure therapies, heart transplants and ventricular assist devices. This study proposes to implement evidence-based strategies that reduce bias, replace subjective evaluations with objective criteria, and improve group dynamics in a randomized cluster trial. This rigorously designed trial may inform national guidelines for advanced heart failure therapy allocation, and data are likely to be generalizable to other organ replacement treatments and advanced chronic disease decision-making processes.
The purpose of the study was to determine whether the race and gender of a simulated doctor affected analog patients' reported confidence and satisfaction in the simulated doctor's diagnosis and treatment plan. The study used two randomized patient analog experiments. This study is complete and pre-analysis plans (PAPs) for each experiment were published prior to data collection. The PAPs are available at: http://aspredicted.org/blind.php?x=43xj25 (Study 1) and https://aspredicted.org/blind.php?x=369st7 (Study 2).
The purpose of this study is to explore sex differences in cognitive functioning and responses to marijuana-related items, and to determine whether stress impacts these measures. Hypothesis 1: Attentional bias will be greater for marijuana cues in male marijuana-dependent subjects relative to female marijuana-dependent or non-dependent male controls. Hypothesis 2: Marijuana-dependent females will exhibit greater stress-induced changes in attentional bias and cognitive functioning than marijuana-dependent males.
The goal of this clinical trial is to test the beneficial impacts of a web based intervention program called Developing Inclusive Youth for children in 3rd, 4th, and 5th grade. The main questions it aims to answer are: * Does the Developing Inclusive Youth (DIY) program, which is a web-based curriculum tool with a teacher-led classroom discussion, reduce prejudicial attitudes and biases as well as increase intergroup friendships for a sample of 8 -11 year old children enrolled in 3rd , 4th, and 5th grade U.S. classrooms? * Does the Developing Inclusive Youth (DIY) program lead to grade-related, gender-related and ethnic-related differences regarding reducing prejudicial attitudes and increasing intergroup friendships? * Does the Developing Inclusive Youth (DIY) program change teacher attitudes regarding the malleability of prejudice, the importance of intergroup friendships, and comfort levels with discussing social inclusion and exclusion experiences in the classroom? Student participants will take 15-20 minutes to use a Chrome notebook and headphones to access the online tool and the teacher will then lead a classroom discussion lasting 25-30 minutes. The intervention program will occur once a week for eight weeks. The student outcome measures, given at pretest and posttest, are also assessed with Chrome notebooks while children are sitting at their desks in the classroom. The outcome measures take 25-30 minutes. Researchers will compare children in the intervention classes to children in other classes of the same grade at their school to see if the tool promotes positive peer relationships and reduces prejudice and bias. Teacher participants will take a 25-minute online pretest and posttest survey in their classroom to assess their theories of prejudice, their awareness of their students' intergroup friendships, comfort with discussing peer social inclusion and exclusion in class, and their awareness of student experiences of exclusion.