Long-term Retention of Smoking Cessation Counseling Skills Learned in the First Year of Medical School

Kosowicz, Lynn; Pfeiffer, Carol; Vargas, Maximilian

doi:10.1007/s11606-007-0255-8

Cited by 22 publications

(11 citation statements)

References 24 publications

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“…The majority of entry-level students represented in this systematic review are similar to clinical disciplines offering tobacco dependence counseling: medicine [51,52,53,54,60,61,111,112,113,114,115,116,117,118,119,120,121]; nursing [47,59,62,122,123,124,125,126,127]; pharmacy [10,48,55,128,129]; dentistry [67,130,131,132,133,134]; dental hygiene [9,135,136]; chiropractic therapy [137,138,139]; physical therapy [140]; and midwifery [39,40,141]. Pharmacy [55,56,129] and advanced practice nursing students [58] use the Rx for Change program [56] to counsel against tobacco use.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Tobacco Dependence Education in Health Professional Students’ Practice: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Hyndman

Schira

Bradley³

et al. 2019

IJERPH

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The objective of this study was to perform a systematic review to examine the effectiveness of tobacco dependence education versus usual or no tobacco dependence education on entry-level health professional student practice and client smoking cessation. Sixteen published databases, seven grey literature databases/websites, publishers’ websites, books, and pertinent reference lists were searched. Studies from 16 health professional programs yielded 28 RCTs with data on 4343 healthcare students and 3122 patients. Two researchers independently assessed articles and abstracted data about student knowledge, self-efficacy, performance of tobacco cessation interventions, and patient smoking cessation. All forms of tobacco were included. We did not find separate interventions for different kinds of tobacco such as pipes or flavoured tobacco. We computed effect sizes using a random-effects model and applied meta-analytic procedures to 13 RCTs that provided data for meta-analysis. Students’ counseling skills increased significantly following the 5As model (SMD = 1.03; 95% CI 0.07, 1.98; p < 0.00001, I2 94%; p = 0.04) or motivational interviewing approach (SMD = 0.90, 95% CI 0.59, 1.21; p = 0.68, I2 0%; p < 0.00001). With tobacco dependence counseling, 78 more patients per 1000 (than control) reported quitting at 6 months (OR 2.02; 95% CI 1.49, 2.74, I2 = 0%, p = 0.76; p < 0.00001), although the strength of evidence was moderate or low. Student tobacco cessation counseling improved guided by the above models, active learning strategies, and practice with standardized patients.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Tobacco Dependence Education in Health Professional Students’ Practice: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Hyndman

Schira

Bradley³

et al. 2019

IJERPH

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“…While medical schools in some countries have begun to train students in patient assessment and/or counselling for certain modifiable lifestyle factors (Conroy et al 2004;Houston et al 2006;Pederson et al 2006;Spencer et al 2006;Kosowicz et al 2007), and a few in population health concepts (Trevena & Clarke 2002;Trevena et al 2005), hardly any reported comprehensive teaching on all main lifestyle factors and none on interviewing and observation in the home for families, prior to sickness or injury.…”

Section: Comparisons -General Lifestyle Curriculummentioning

confidence: 99%

Strengthening public health medicine training for medical students: Development and evaluation of a lifestyle curriculum

et al. 2008

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“…For the five Likert format questions, the median (IQR) total score for the posttraining survey (23 [21][22][23][24][25]) was significantly higher than that for the pretraining survey (14 [11][12][13][14][15][16][17][18]); (p<0.001; Table 2). For the three quiz format questions, results were varied.…”

Section: Resultsmentioning

confidence: 99%

“…For the five Likert format questions on the postintervention survey, median (IQR) total score for intervention group was significantly higher than that for the control group (intervention group, 21 [20][21][22][23][24][25] vs. control group, 16 [14][15][16][17][18][19][20]; p<0.0001; Table 2). No differences were found in percentage of correct responses between the intervention and control groups for the three quiz format questions on the postintervention survey (all p>0.13).…”

Section: Resultsmentioning

confidence: 99%

Efficacy of implementing intermittent STOP THE BLEED^® reviews on long term retention of hemorrhage control skills of first year medical students

Sainbayar

Holt

Jacobson

et al. 2021

Journal of Osteopathic Medicine

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Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

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Long-term Retention of Smoking Cessation Counseling Skills Learned in the First Year of Medical School

Cited by 22 publications

References 24 publications

The Effectiveness of Tobacco Dependence Education in Health Professional Students’ Practice: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

The Effectiveness of Tobacco Dependence Education in Health Professional Students’ Practice: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Strengthening public health medicine training for medical students: Development and evaluation of a lifestyle curriculum

Efficacy of implementing intermittent STOP THE BLEED^® reviews on long term retention of hemorrhage control skills of first year medical students

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Long-term Retention of Smoking Cessation Counseling Skills Learned in the First Year of Medical School

Cited by 22 publications

References 24 publications

The Effectiveness of Tobacco Dependence Education in Health Professional Students’ Practice: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

The Effectiveness of Tobacco Dependence Education in Health Professional Students’ Practice: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Strengthening public health medicine training for medical students: Development and evaluation of a lifestyle curriculum

Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

Contact Info

Product

Resources

About

Efficacy of implementing intermittent STOP THE BLEED^® reviews on long term retention of hemorrhage control skills of first year medical students