Registered dietitians' teaching and adherence promotion skills during routine patient education

Twenty-First Century Behavioral Medicine: A Context for Empowering Clinicians and Patients With Diabetes

“…Other ways in which the individual clinician can learn to be more effective in changing patient behaviors include improved interviewing and counseling skills. Findings regarding the influence of the clinician’s interactions with the patient during the medical encounter on chronic disease management and metabolic control (24,25) led to studies examining how these might be enhanced (26). …”

A Training Program for Certified Asthma Educators: Assessing Performance

“…The remaining two encounters required conducting a teaching session with different standardized patients regarding smoking cessation and environmental management strategies. Each encounter was videotaped and evaluated according to a validated and standardized checklist of effective patient-teaching skills developed by Stetson and colleagues at Vanderbilt University (16). The checklist consists of four main categories: interpersonal skills (respect patient, vocal behavior), essential teaching functions (assessment, evaluation, feedback), presentation skills (opening, objectives, organization, highlighting, stimulus variety, use of examples, closing), and adherence counseling skills (behavioral plan, negotiating plan, accountability and follow-up, behavioral techniques).…”

Improving the skills of health professionals in engaging patients in diabetes-related problem solving

“…It is the successor to "EPT," which, from 1983 to 1996, was offered to undergraduate medical, nursing, and dietetic students 14,15 and to practicing health professionals. [16][17][18] Evaluations of the original EPT program demonstrated that participants' didactic teaching skills changed, 14,19 changes translated to the practice environment, 20 changes persisted for at least several months, 21 and EPT could be effectively disseminated at other institutions. [22][23][24] Despite these successes, evaluations also showed that EPT did not result in meaningful improvement in participants' use of teaching techniques thought to help patients make lifestyle changes.…”

“…[22][23][24] Despite these successes, evaluations also showed that EPT did not result in meaningful improvement in participants' use of teaching techniques thought to help patients make lifestyle changes. 17,[21][22][23] Specifically, course participants were no more likely after taking EPT to engage patients and families in negotiating treatment plans, formulate behavioral plans by obtaining patient preferences and input, or foster accountability for professional and patient assessment of patient performance of the treatment plan's various elements. We concluded that EPT needed to provide greater time to and emphasis and practice on teaching skills that foster behavior changes.…”