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Enhanced didactic methods of smoking cessation training for medical students--a randomized study.

Type of publication Peer-reviewed
Publikationsform Original article (peer-reviewed)
Author Stolz Daiana, Langewitz Wolf, Meyer Anja, Pierer Karen, Tschudi Peter, S'ng Ching T, Strobel Werner, Perruchoud André P, Fagerström Karl, Tamm Michael,
Project Preventing viral exacerbation of chronic obstructive pulmonary disease in upper respiratory tract infection - The PREVENT study
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Original article (peer-reviewed)

Journal Nicotine & tobacco research : official journal of the Society for Research on Nicotine and Tobacco
Volume (Issue) 14(2)
Page(s) 224 - 8
Title of proceedings Nicotine & tobacco research : official journal of the Society for Research on Nicotine and Tobacco
DOI 10.1093/ntr/ntr186

Abstract

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.
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