CHOICES is a consumer driven program for addressing tobacco in people with mental illness that employs mental health peer counselors. Since 2005, CHOICES has conducted over 298 community visits reaching more than 10,000 smokers with mental illness (about 2500/year). A telephone based outcome study was conducted in 102 outpatient smokers who received a CHOICES peer-to-peer session. At 1-month follow up participants (N = 86; 84%) reported smoking an average of 13 cigarettes per day which was significantly reduced from a baseline of 19 (P < 0.001). Twenty-five individuals (29%) tried to quit smoking in the month after the peer session and another 47 (55%) reduced their smoking. Feedback from smokers about the program was positive. Most (N = 59, 71%) said it was a lot easier to talk with a consumer about smoking compared to their psychiatrist or staff. Peer-to-peer communication about tobacco use can be effective to increase awareness and change smoking behaviors.

Online course-packs are marketed as improving grades in introductory-level coursework, yet it is unknown whether these course-packs can effectively replace, as opposed to supplement, in-class instruction. This study compared learning outcomes for Introductory Psychology students in hybrid and traditional sections, with hybrid sections replacing 30% of in-class time with online homework using the MyPsychLab course-pack and Blackboard course management system. Data collected over two semesters (N ¼ 730 students in six hybrid and nine traditional sections of 50 students) indicated equivalent final-grade averages and rates of class attrition. Although exam averages did not differ by class format, exam grades in hybrid sections decreased to a significantly greater extent over the course of the semester than in traditional sections. MyPsychLab homework grades in hybrid sections correlated with exam grades, but were relatively low (66.4%) due to incomplete work-suggesting that hybrid students may have engaged with course materials less than traditional students. Faculty who taught in both formats noted positive features of hybrid teaching, but preferred traditional classes, citing challenges in time management and student usage of instructional technology. Although hybrid students often reported difficulties or displeasure in working online about half of them indicated interest in taking other hybrid classes.

No abstract