A comparison of two methods to teach smoking-cessation techniques to medical students

Papadakis, Maxine A.; Croughan-Minihane, Mary S.; Fromm, L J; Wilkie, Helen; Ernster, Virginia L.

doi:10.1097/00001888-199708000-00021

Cited by 51 publications

(67 citation statements)

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“…This review examined studies where communication skills were taught for a number of different contexts, including sexual health [25,34,36], breaking bad news [23], behavior change [30,31,38,[42][43][44], cancer [9,39] and domestic violence [24,33]. Trainees may, for whatever reason, have found it easier to implement communication skills in some contexts rather than others, and this warrants further investigation.…”

Section: Discussionmentioning

confidence: 99%

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The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005

Lane¹,

Rollnick²

2007

Patient Education and Counseling

305

204

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Section: Discussionmentioning

confidence: 99%

“…Papadakis et al [44] compared the use of role-play with the use of simulated patients in teaching smoking cessation skills to first year medical students. All students received lectures and written information on the effects of smoking and how patients can be helped to stop.…”

Section: The Use Of Simulated Patients In Training Versus the Use Of mentioning

confidence: 99%

The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005

Lane¹,

Rollnick²

2007

Patient Education and Counseling

305

204

View full text Add to dashboard Cite

“…49 -51 Some comparative studies also reported views of students on the instruction they had. [52][53][54] All of these studies showed students preferred instruction by SP-teachers to teaching by physicians or to traditional teaching methods such as role-playing. Several studies primarily focused on student evaluations with regard to instruction by SP-teachers.…”

Section: Sps As Teachers: Sp-teachersmentioning

confidence: 99%

Strengths and Weaknesses of Simulated and Real Patients in the Teaching of Skills to Medical Students: A Review

Bokken

Rethans

Scherpbier

et al. 2008

Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare

120

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The aim of this review was to identify the strengths and weaknesses of the roles of real and simulated patients in undergraduate medical education. The literature was reviewed in relation to four patient roles: real patients as educational "resource" (passive role), real patients as teachers (active role), and simulated patients as educational resource and teachers. Each of the four patient roles was found to have specific advantages and disadvantages from the perspectives of teachers, students, and patients. For example, advantages of real patients as educational resource were patient-centered learning and high patient satisfaction. Disadvantages were their limited availability and the variability in learning experiences among students. Despite the considerable amount of literature we found, many gaps in knowledge about patient roles in medical education remain and should be addressed by future studies.

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“…Less than half of all studies within the review specifically assessed student performance following the intervention (Campbell et al, 1996;Papadakis et al, 1997;Bosse et al, 2012;Saba et al, 2014). In addition, only four studies assessed student self-efficacy in relation to patient education (James et al, 2003;Goldenberg et al, 2005;Bosse et al, 2012).…”

Section: Patient Education Training For Health Professional Studentsmentioning

confidence: 99%

“…Most research to date includes components of patient education within the wider context of patient communication skills and refers to patient education skills in general terms, without defining educational content or specific competencies. Secondly, few studies have included direct assessment of some aspects of student performance in patient education following training (Lorenz, 1987;Campbell et al, 1996;Papadakis et al, 1997;Bosse et al, 2012).…”

Section: Summary Of Literature Reviewmentioning

confidence: 99%

Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

Forbes¹

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Patient education is an important component of physiotherapy care and a required competency for entry-level practice. Despite its important role, how physiotherapists deliver patient education in practice and the specific competencies required to provide this effectively are currently unknown. Understanding how the current curriculum prepares graduates as patient educators and whether training can enhance self-efficacy and skills of physiotherapy students to perform patient education is an important step in advancing professional practice in this area.Following a review of the literature which demonstrates a gap in this research, this thesis incorporates five studies (five manuscripts) with the overall aims to 1) explore how patient education is practiced and perceived by physiotherapists; 2) determine key differences in practices and perceptions based on levels of clinical experience; 3) identify the competencies required for physiotherapists in the area of patient education; 4) investigate the patient education self-efficacy of new-graduates and the influence of previous training, and 5) determine the effect of a patient education training intervention on physiotherapy students' self-efficacy and performance.Study 1 (Manuscript 1) was a cross sectional survey of practicing physiotherapists in Australia. This study investigated the self-reported practices and perceptions of physiotherapists relating to patient education, and their perception of factors that led to their development of patient education skills. Participants (n=304) reported a broad range of educational activities and approaches in their practice, it was therefore deemed important to understand how practice and perception may differ based on levels of experience.Study 2 (Manuscript 2) compared the self-reported practices and perceptions of experienced (n=204) and novice (n=52) physiotherapists. Experienced therapists reported a greater use of educational content consistent with patient-centred practice and a greater emphasis on self-management. Experienced therapists also reported a higher frequency of explicitly evaluating the effectiveness of their education than novice physiotherapists and perceived fewer patient-related factors as barriers to effective patient education.Findings from this study inform the patient education training needs of student and novice physiotherapists.Study 3 (Manuscript 3) involved a two-round Delphi approach using expert physiotherapists (n=12) to generate and reach consensus on competencies that physiotherapists require for effective patient education. This study led to the consensus of a set of 22 competencies with a high level of expert agreement. Importantly, these competencies aided the development of a self-efficacy and performance assessment measure for the following two studies as well as contributing to further understanding patient education training needs. with simulated patients, feedback and debriefing. Specific outcome measures were developed using the competencies derived from Study 3. A step-...

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A comparison of two methods to teach smoking-cessation techniques to medical students

Abstract: Although the students rated the SPs higher than they did the role playing, the two tools produced similar levels of skills attainment. The data suggest that having students practice smoking-cessation techniques through role playing may be as effective as using the more extensive SPs.

Cited by 51 publications

References 0 publications

The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005

The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005

Strengths and Weaknesses of Simulated and Real Patients in the Teaching of Skills to Medical Students: A Review

Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

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