BACKGROUND: It is essential that medical students are adequately trained in smoking cessation. A web-based tobacco abstinence training program might supplement or replace traditional didactic methods. METHODS:One-hundred and forty third-year medical students were all provided access to a self-directed web-based learning module on smoking cessation. Thereafter, they were randomly allocated to attend 1 of 4 education approaches: (a) web-based training using the same tool, (b) lecture, (c) role playing, and (d) supervised interaction with real patients. RESULTS: Success of the intervention was measured in an objective structured clinical examination. Scores were highest in Group 4 (35.9 ± 8.7), followed by Groups 3 (35.7 ± 6.5), 2 (33.5 ± 9.4), and 1 (28.0 ± 9.6; p = .007). Students in Groups 4 (60.7%) and 3 (57.7%) achieved adequate counseling skills more frequently than those in Groups 2 (34.8%) and 1 (30%; p = .043). There was no difference in the scores reflecting theoretical knowledge (p = .439). Self-assessment of cessation skills and students' satisfaction with training was significantly better in Groups 3 and 4 as compared with 1 and 2 (p < .001 and p = .006, respectively). CONCLUSIONS: Role playing and interaction with real patients are equally efficient and both more powerful learning tools than web-based learning with or without a lecture.
RCT Entities:
BACKGROUND: It is essential that medical students are adequately trained in smoking cessation. A web-based tobacco abstinence training program might supplement or replace traditional didactic methods. METHODS: One-hundred and forty third-year medical students were all provided access to a self-directed web-based learning module on smoking cessation. Thereafter, they were randomly allocated to attend 1 of 4 education approaches: (a) web-based training using the same tool, (b) lecture, (c) role playing, and (d) supervised interaction with real patients. RESULTS: Success of the intervention was measured in an objective structured clinical examination. Scores were highest in Group 4 (35.9 ± 8.7), followed by Groups 3 (35.7 ± 6.5), 2 (33.5 ± 9.4), and 1 (28.0 ± 9.6; p = .007). Students in Groups 4 (60.7%) and 3 (57.7%) achieved adequate counseling skills more frequently than those in Groups 2 (34.8%) and 1 (30%; p = .043). There was no difference in the scores reflecting theoretical knowledge (p = .439). Self-assessment of cessation skills and students' satisfaction with training was significantly better in Groups 3 and 4 as compared with 1 and 2 (p < .001 and p = .006, respectively). CONCLUSIONS: Role playing and interaction with real patients are equally efficient and both more powerful learning tools than web-based learning with or without a lecture.
Authors: Patricia A Carney; Ryan T Palmer; Marissa Fuqua Miller; Erin K Thayer; Sue E Estroff; Debra K Litzelman; Frances E Biagioli; Cayla R Teal; Ann Lambros; William J Hatt; Jason M Satterfield Journal: Acad Med Date: 2016-05 Impact factor: 6.893
Authors: Conor Gilligan; Martine Powell; Marita C Lynagh; Bernadette M Ward; Chris Lonsdale; Pam Harvey; Erica L James; Dominique Rich; Sari P Dewi; Smriti Nepal; Hayley A Croft; Jonathan Silverman Journal: Cochrane Database Syst Rev Date: 2021-02-08
Authors: Maria Caterina Grassi; Massimo Baraldo; Christian Chiamulera; Franco Culasso; Tobias Raupach; Amy K Ferketich; Carlo Patrono; Paolo Nencini Journal: Biomed Res Int Date: 2014-04-06 Impact factor: 3.411
Authors: Pradeep Paul George; Nikos Papachristou; José Marcano Belisario; Wei Wang; Petra A Wark; Ziva Cotic; Kristine Rasmussen; René Sluiter; Eva Riboli-Sasco; Lorainne Tudor Car; Eve Marie Musulanov; Joseph Antonio Molina; Bee Hoon Heng; Yanfeng Zhang; Erica Lynette Wheeler; Najeeb Al Shorbaji; Azeem Majeed; Josip Car Journal: J Glob Health Date: 2014-06 Impact factor: 4.413