An interventional study of Directed Self-Learning (DSL) and Instructor-Led Teaching (ILT) in Infection Prevention and Control Education and Health Professions Education, sponsored by Lahore General Hospital. Not yet recruiting. Open to participants aged 18 Years to 30 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-10-22.
Sponsored by Lahore General Hospital · Not applicable, Interventional, and Other
This randomized controlled educational trial will compare Directed Self-Learning (DSL) with Instructor-Led Teaching (ILT) for teaching Infection Prevention and Control (IPC) to undergraduate Allied Health Sciences students. Participants will be randomly allocated in a 1:1 ratio to either independently engage with a standardized IPC instructional module or receive faculty-led teaching using the identical module. Knowledge will be assessed using a 20-item multiple-choice questionnaire before and after the intervention. The primary outcome will be knowledge gain, calculated as the difference between post-test and pre-test knowledge scores.
Directed Self-Learning (DSL) is a structured educational approach in which learners independently engage with predefined learning objectives and educational resources, promoting active engagement, autonomy, and responsibility for learning. Although instructor-led teaching remains widely used, it requires direct faculty involvement and may be influenced by faculty availability.
This study will examine whether the mode of learning influences knowledge acquisition when the instructional content is standardized. Both educational approaches will use an identical instructional module on Infection Prevention and Control (IPC), with the same learning objectives, instructional content, clinical scenarios, illustrations, summary points, and duration of learning. The key distinction between the approaches will be independent engagement with the module in DSL versus active faculty delivery and explanation of the same material in instructor-led teaching.
By controlling the instructional content and varying the mode of learning, the study aims to determine whether knowledge gain differs between Directed Self-Learning and Instructor-Led Teaching among undergraduate Allied Health Sciences students. The findings may inform the use of structured independent learning as an alternative approach for delivering selected IPC educational content.
Lahore General Hospital is the lead sponsor of 30 studies on the registry; 4 are open to participants now.
Counted across the registry records on this site, refreshed daily.
Inclusion Criteria: Undergraduate students enrolled in an Allied Health Sciences programme.
Year 1 or Year 2 students.
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Exclusion Criteria:
Participants will independently engage with the standardized Infection Prevention and Control instructional module for 45-60 minutes in a supervised classroom setting. Students will work through the module independently and at their own pace, without direct teaching, explanation, or content-related guidance from the facilitator.
Behavioral: Directed Self-Learning (DSL)
Participants will receive a 45-60-minute structured teaching session delivered by a faculty member using the standardized instructional module on Infection Prevention and Control. The instructor will actively explain the concepts, discuss clinical scenarios, and respond to students' content-related questions. The instructional content and duration will be identical to those used in the Directed Self-Learning group.
Behavioral: Instructor-Led Teaching (ILT)
Participants will independently engage with a standardized instructional module on Infection Prevention and Control for 45-60 minutes in a supervised classroom setting. The learning objectives, instructional content, clinical scenarios, illustrations, and summary points will be predefined. Participants will work through the module independently and at their own pace without direct teaching, explanation, or content-related guidance from the facilitator
Participants will receive a 45-60-minute structured teaching session delivered by a faculty member using the standardized instructional module on Infection Prevention and Control. The instructor will actively explain the concepts, discuss the clinical scenarios, and respond to participants' content-related questions. The learning objectives, instructional content, clinical scenarios, illustrations, summary points, and duration of learning will be identical to those used in the Directed Self-Learning group.
Knowledge Gain in Infection Prevention and Control
Knowledge gain will be calculated for each participant as the difference between the post-intervention and pre-intervention knowledge scores. Knowledge will be assessed using a researcher-developed 20-item multiple-choice questionnaire based on the predefined learning objectives and content of the standardized Infection Prevention and Control instructional module. Scores range from 0 to 20, with higher scores indicating greater knowledge. Knowledge gain will be calculated as: post-test score - pre-test score.
Time frame: Immediately after completion of the 45-60-minute educational intervention
No study locations are listed for this record.
Plan to share: Undecided
No publications or documents are linked to this record.
From the registry record's own update history. This site started tracking changes on Sep 25, 2026; for anything earlier, see the record history on ClinicalTrials.gov ↗
This study is not yet recruiting, as verified in Oct 2026. You cannot join it, but the record below documents what was studied.
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Lahore General Hospital