Trial reportWorld journal of urology2026
Positive impact of a patient-perspective video on engagement and learning in a kidney transplant seminar: a cluster-randomized study.
Trial report in World journal of urology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesPatient narratives may enhance medical students' attention and memory. We tested whether a brief patient-perspective video shown at the beginning of a kidney transplantation seminar was associated with improved immediate knowledge retention and emotional engagement.
methodsIn a cluster-randomized design, 154 third-year medical students were assigned by session to a Video Group (n = 77) or Control Group (n = 77). The Video Group watched a 4-minute patient-perspective video on kidney transplantation before the standardized 60-minute lecture, whereas the Control Group received the lecture only. The primary outcome was post-seminar knowledge retention, assessed using a 10-item multiple-choice quiz. Secondary outcomes were self-reported emotional engagement, interest in the topic, seminar satisfaction, and perceived contribution of media use to understanding, each rated on a 5-point Likert scale.
resultsThe Video Group scored higher on the post-seminar quiz than the Control Group (mean ± standard deviation: 6.14 ± 1.79 vs. 4.95 ± 1.78; p < 0.001), with a medium effect size (Cohen's d = 0.67). The Video Group also reported stronger emotional engagement with the seminar topic (p = 0.012). No significant differences were found between groups for the other evaluation items.
conclusionA brief patient-perspective video shown before a kidney transplantation seminar was associated with higher immediate knowledge retention and greater self-reported emotional engagement. Short patient-perspective videos may be a low-cost, scalable adjunct to traditional teaching.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.