Registered outcomes15

Each outcome the trial registered, primary first, in ClinicalTrials.gov's words.

1 to 15 of 15

List	Outcome	Time frame	Description
Primary	Educator Knowledge of Making Proud Choices! Content and Related Sexual Health Facts	Baseline (T1), 6 week (T2)	Educator knowledge of Making Proud Choices! (MPC) curriculum content and related sexual health facts, including HIV/STI transmission and prevention, pregnancy, and condom use. Assessed via a study-developed multiple-choice/scenario-based test scored as the number of items answered correctly. The survey contains 11 items.
Primary	Student Knowledge, Attitudes, and Beliefs About Safer Sex Practices	Baseline (T1) and after the final session of Making Proud Choices - approximately 8 weeks apart (T2)	Composite of student-level knowledge and belief domains assessed via a study survey: HIV/STI, pregnancy, condom, and contraception knowledge (11 items, scored as percent correct); and 8 attitude/belief subscales covering condom-related beliefs (hedonistic, prevention, availability-control), negotiation/refusal self-efficacy, beliefs about sex and future goals, attitudes toward abstinence/safer sex, and attitudes toward consent (each rated on a 1-5 agreement scale, higher = more protective attitude). Domains are analyzed separately rather than combined into a single score, consistent with the original Making Proud Choices! evaluation measures on which most items are based.
Primary	Educator Teaching Skill Demonstrated via Response to Virtual Classroom Vignettes	Before randomization (baseline) and after completion of the training period (post-training), within approximately 6 weeks of randomization	Educator teaching skill assessed via an asynchronous video assessment. Educators watch short video vignettes depicting realistic Making Proud Choices! classroom moments (e.g., a values-based student question, activity facilitation and debrief) and record a real-time video response demonstrating what they would say and do, as though teaching that moment live (a 'teachback'). Responses are scored by trained raters using a structured coding rubric. The rubric will assign points across a defined set of teaching-skill criteria per vignette; higher total scores will indicate stronger demonstrated teaching skill.
Secondary	Educator Perceptions of MPC: VISTA's Relative Advantage, Compatibility, Ease of Use, and Result Demonstrability	Immediately following completion of training (post-training only); treatment (MPC: VISTA) arm only	Technology adoption measure (adapted from Moore \& Benbasat, 1991) assessing educators' perceptions of MPC: VISTA across 4 subscales: relative advantage, compatibility, ease of use, and result demonstrability (3 items each, 12 items total), rated on a 1 (strongly disagree) to 7 (strongly agree) scale. Each subscale score is the mean of its 3 items (range 1-7), with higher scores indicating a more favorable perception of the training. Administered only to educators randomized to the MPC: VISTA arm, at post-training only.
Secondary	Training Usability of MPC: VISTA	Immediately following completion of training (post-training only); treatment (MPC: VISTA) arm only	Post-Study System Usability Questionnaire (PSSUQ; Lewis, 1995), 19 items rated on a 1 (strongly disagree) to 7 (strongly agree) scale, with an 'N/A' option. Produces an overall usability score and 3 subscale scores: system usefulness (7 items), information quality (6 items), and interface quality (6 items). Each score is the mean of its items (range 1-7), with higher scores indicating greater perceived usability. Administered only to educators randomized to the MPC: VISTA arm, at post-training only.
Secondary	Educator Teaching Skill Demonstrated in Simulated MPC Classroom Scenarios	Baseline (t1), 6 weeks post (t2)	Educator teaching skill assessed via 3 written classroom scenarios depicting realistic Making Proud Choices! facilitation moments (a values-based student question and two activity-facilitation/debrief situations). For each scenario, the educator describes what they would say and do.
Other	Educator Fidelity to the Making Proud Choices! Curriculum	From the educator's first to final MPC module, an average of 8 weeks.	Educator fidelity to the Making Proud Choices! (MPC) curriculum, assessed via educator self-report using a log completed after each of the 8 MPC modules, of whether they completed the module's core activities (yes / only in part / no).
Other	Educator Self-Efficacy for Teaching Sexual Health Content	Baseline and immediately following completion of the training period (post-training)	Educator confidence and comfort teaching sexual health content, assessed via 3 measures: (1) the Sex Education Confidence Scale (SECS) knowledge subscale, 11 topics rated 1 (prefer not to answer) to 7 (very confident); (2) a 4-item measure of confidence teaching and discussing condom use, adapted from Jemmott, Jemmott \& Fong (1998), rated 1 (not at all) to 7 (extremely); and (3) a 6-item measure of confidence using core MPC facilitation strategies (e.g., brainstorming, roleplay, creating a safe environment), rated 1-7. Each measure is scored as the mean of its items, with higher scores indicating greater self-efficacy.
Other	Teachers' Sense of General Instructional Efficacy	Baseline and immediately following completion of the training period (post-training)	General (non-MPC-specific) teaching self-efficacy, assessed via the 12-item Teachers' Sense of Efficacy Scale (Tschannen-Moran \& Woolfolk Hoy, 2001) covering classroom management, instructional strategies, and student engagement. Each item is rated 1 (none at all) to 5 (a great deal); the overall score is the mean of all 12 items (range 1-5), with higher scores indicating greater perceived teaching efficacy.
Other	Educator Use of Student-Centered Instructional Practices	Baseline and immediately following completion of the training period (post-training)	Educator use of student-centered teaching practices, assessed via 2 sub-scales of the Measuring and Improving Student-Centered Learning (MISCL) toolkit: Student-Centered Instructional Practices (6 items, rated 1 \[not at all/less than monthly\] to 5 \[daily\]) and Student Agency (12 items, rated on a comparable frequency scale). Each subscale is scored as the mean of its items, with higher scores indicating more frequent use of student-centered practices.
Other	Educator Readiness for Online Learning	Baseline and immediately following completion of the training period (post-training)	Educator readiness for online professional learning, assessed via the 18-item Teacher Readiness for Online Learning Measure (TROLM; Hsu et al., 2015), covering 4 domains: communication, institutional support, self-directed learning, and learning transfer. Each item is rated 1 (strongly disagree) to 5 (strongly agree); domain scores are the mean of their items (range 1-5), with higher scores indicating greater readiness for online learning.
Other	Educator Computer Proficiency and Comfort With E-Learning	Baseline and immediately following completion of the training period (post-training)	Educator computer proficiency and comfort with online training, assessed via a single-item overall computer proficiency rating (6-point scale from 'unfamiliar' to 'expert') and a 6-item e-learning comfort measure covering navigating online courses, engaging with video content, completing interactive activities, troubleshooting technical problems, and preference for online versus in-person training, rated 1 (strongly disagree) to 5 (strongly agree). The e-learning comfort score is the mean of its 6 items, with higher scores indicating greater comfort.
Other	Student Satisfaction With and Perceived Learning From the MPC Program	Immediately after the final Making Proud Choices! session (post only)	Student-reported satisfaction with the Making Proud Choices! program they received, assessed via a 5-item study survey.
Other	Student Perceptions of the Educator Who Delivered MPC	Immediately after the final Making Proud Choices! session (post only)	Student ratings of the educator who delivered Making Proud Choices!, assessed via a 5-item study survey covering clarity, respect, honesty, comfort with the material, and engagement, each rated 1 (strongly disagree) to 5 (strongly agree). Score is the mean of the 5 items (range 1-5), with higher scores indicating more favorable perceptions of the educator. Collected only at the post-survey, from students in the Student Outcomes Sub-Study.
Other	Student-Perceived Classroom Climate and Psychological Safety During MPC	Immediately after the final Making Proud Choices! session (post only)	Student-perceived classroom climate during Making Proud Choices! instruction, assessed via a 5-item study survey covering felt safety, honesty in discussion, peer respect, comfort asking questions (including about sensitive topics), and privacy, each rated 1 (strongly disagree) to 5 (strongly agree). Score is the mean of the 5 items (range 1-5), with higher scores indicating a more positive and psychologically safe classroom climate. Collected only at the post-survey, from students in the Student Outcomes Sub-Study.

Source ClinicalTrials.govtrials-2026-11-12-0.5.0

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ClinicalTrials.gov's posted results, through CTTI's AACTFreely available. Acknowledgement requested
ClinicalTrials.govNo license stated
NIH RePORTER's clinical studies and project filesPublic domain

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ClinicalTrials.gov's posted results, through CTTI's AACTClinicalTrials.gov data via Aggregate Analysis of ClinicalTrials.gov (AACT), CTTI. CTTI makes its materials freely available and requests acknowledgement. https://aact.ctti-clinicaltrials.org/documentation/299
ClinicalTrials.govnone stated
NIH RePORTER's clinical studies and project filesPublic domain (NIH RePORTER)

ClinicalTrials.gov's data carry an international copyright outside the United States: https://clinicaltrials.gov/about-site/terms-conditions.

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