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Can Blended Classroom and Distributed Learning Approaches be Used to Teach Medical Students How to Initiate Behavior Change Counseling During a Clinical Clerkship?

Can Blended Classroom and Distributed Learning Approaches be Used to Teach Medical Students How... Medical school curricula often provide insufficient time and instruction for health behavior change counseling. We examined the feasibility of blending classroom and distributed learning experiences to teach medical students how to initiate health behavior change counseling and analyzed the impact of this approach on their attitudes, knowledge, and skills. Usage patterns and pre- to post-class attitude and knowledge changes were assessed with self-report questions among 153 third year family medicine clerkship students. Most students viewed at least 90% of the online written content and took an average of 41 min (SD = 24 min 35 s) to view all of the content. Students’ confidence in their ability to help patients change unhealthy behaviors significantly improved (p < .01). The blended learning curriculum facilitated learning of behavior change skills, encouraged interaction with course materials, and improved medical students’ self confidence for using health behavior change skills. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Clinical Psychology in Medical Settings Springer Journals

Can Blended Classroom and Distributed Learning Approaches be Used to Teach Medical Students How to Initiate Behavior Change Counseling During a Clinical Clerkship?

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References (48)

Publisher
Springer Journals
Copyright
Copyright © 2011 by Springer Science+Business Media, LLC (outside the USA)
Subject
Medicine & Public Health; General Practice / Family Medicine; Health Psychology; Medicine/Public Health, general
ISSN
1068-9583
eISSN
1573-3572
DOI
10.1007/s10880-011-9261-4
pmid
21948183
Publisher site
See Article on Publisher Site

Abstract

Medical school curricula often provide insufficient time and instruction for health behavior change counseling. We examined the feasibility of blending classroom and distributed learning experiences to teach medical students how to initiate health behavior change counseling and analyzed the impact of this approach on their attitudes, knowledge, and skills. Usage patterns and pre- to post-class attitude and knowledge changes were assessed with self-report questions among 153 third year family medicine clerkship students. Most students viewed at least 90% of the online written content and took an average of 41 min (SD = 24 min 35 s) to view all of the content. Students’ confidence in their ability to help patients change unhealthy behaviors significantly improved (p < .01). The blended learning curriculum facilitated learning of behavior change skills, encouraged interaction with course materials, and improved medical students’ self confidence for using health behavior change skills.

Journal

Journal of Clinical Psychology in Medical Settings – Springer Journals

Published: Sep 27, 2011

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