Efficacy of an Internet-Based Learning Module and Small-Group Debriefing on Trainees’ Attitudes and Communication Skills Toward Patients With Substance Use Disorders

Lanken, Paul N.; Novack, Dennis H.; Daetwyler, Christof; Gallop, Robert; Landis, J. Richard; Lapin, Jennifer; Subramaniam, Geetha; Schindler, Barbara

doi:10.1097/acm.0000000000000506

Cited by 37 publications

(38 citation statements)

References 40 publications

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“…There has been a call in the region for adoption of more interactive and engaging methods for ethics teaching instead of the current tendency which has a focus as lecturing [24]. Students in this survey also reaffirmed the viewpoint that small group teaching is an effective strategy for learning more about medical ethics, being superior to lectures for developing moral reasoning skills and getting familiar with professional values [20,25–27]. We support the view of Dennis and Hall 1977, whom suggested diverse and continuing exposure to the moral dimensions of medical care [28].…”

Section: Discussionmentioning

confidence: 58%

Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods

AlMahmoud

Hashim

Elzubeir

et al. 2017

Medical Education Online

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Background: Ethics and professionalism are an integral part of medical school curricula; however, medical students’ views on these topics have not been assessed in many countries.Objective: The study aimed to examine medical students’ perceptions toward ethics and professionalism teaching, and its learning and assessment methods.Design: A self-administered questionnaire eliciting views on professionalism and ethics education was distributed to a total of 128 final-year medical students.Results: A total of 108 students completed the survey, with an 84% response rate. Medical students reported frequently encountering ethical conflicts during training but stated only a moderate level of ethics training at medical school (mean = 5.14 ± 1.8). They noted that their education had helped somewhat to deal with ethical conflicts (mean = 5.39 ± 2.0). Students strongly affirmed the importance of ethics education (mean = 7.63 ± 1.03) and endorsed the value of positive role models (mean = 7.45 ± 1.5) as the preferred learning method. The cohort voiced interest in direct faculty supervision as an approach to assessment of knowledge and skills (mean = 7.62 ± 1.26). Female students perceived greater need for more ethics education compared to males (p = < 0.05). Students who claimed that they had experienced some unprofessional treatment had a more limited view of the importance of ethics as a subject (P = 0.001).Conclusion: Medical students viewed ethics education positively and preferred clinically attuned methods for learning.

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Section: Discussionmentioning

confidence: 58%

Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods

AlMahmoud

Hashim

Elzubeir

et al. 2017

Medical Education Online

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“…The included studies were published between 2000 and 2018; of these, nine were RCTs, two were cluster RCTs [31,38], and one was a factorial-design RCT [30]. The studies originated from Australia [28], China [39], Germany [30,37], and the United States [29,31-36,38]. The sample sizes in the included studies ranged from 67 to 421 medical students, and they were in their first, second, third, and fourth year of studies.…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of Digital Education on Communication Skills Among Medical Students: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Kyaw¹,

Posadzki²,

Paddock³

et al. 2019

J Med Internet Res

160

104

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BackgroundEffective communication skills are essential in diagnosis and treatment processes and in building the doctor-patient relationship.ObjectiveOur aim was to evaluate the effectiveness of digital education in medical students for communication skills development. Broadly, we assessed whether digital education could improve the quality of future doctors’ communication skills.MethodsWe performed a systematic review and searched seven electronic databases and two trial registries for randomized controlled trials (RCTs) and cluster RCTs (cRCTs) published between January 1990 and September 2018. Two reviewers independently screened the citations, extracted data from the included studies, and assessed the risk of bias. We also assessed the quality of evidence using the Grading of Recommendations, Assessment, Development, and Evaluations assessment (GRADE).ResultsWe included 12 studies with 2101 medical students, of which 10 were RCTs and two were cRCTs. The digital education included online modules, virtual patient simulations, and video-assisted oral feedback. The control groups included didactic lectures, oral feedback, standard curriculum, role play, and no intervention as well as less interactive forms of digital education. The overall risk of bias was high, and the quality of evidence ranged from moderate to very low. For skills outcome, meta-analysis of three studies comparing digital education to traditional learning showed no statistically significant difference in postintervention skills scores between the groups (standardized mean difference [SMD]=–0.19; 95% CI –0.9 to 0.52; I2=86%, N=3 studies [304 students]; small effect size; low-quality evidence). Similarly, a meta-analysis of four studies comparing the effectiveness of blended digital education (ie, online or offline digital education plus traditional learning) and traditional learning showed no statistically significant difference in postintervention skills between the groups (SMD=0.15; 95% CI –0.26 to 0.56; I2=86%; N=4 studies [762 students]; small effect size; low-quality evidence). The additional meta-analysis of four studies comparing more interactive and less interactive forms of digital education also showed little or no difference in postintervention skills scores between the two groups (SMD=0.12; 95% CI: –0.09 to 0.33; I2=40%; N=4 studies [893 students]; small effect size; moderate-quality evidence). For knowledge outcome, two studies comparing the effectiveness of blended online digital education and traditional learning reported no difference in postintervention knowledge scores between the groups (SMD=0.18; 95% CI: –0.2 to 0.55; I2=61%; N=2 studies [292 students]; small effect size; low-quality evidence). The findings on attitudes, satisfaction, and patient-related outcomes were limited or mixed. None of the included studies reported adverse outcomes or economic evaluation of the interventions.ConclusionsWe found low-quality evidence showing that digital education is as effective as traditional learning in medical students’ communication...

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“…2 shows a remarkable increase in the number of studies available per year since 1980, with a striking increase of 122% between periods 2000–2009 and 2010–2017. Most studies were featured in the Americas (n = 25) [ [26] , [27] , [28] , [29] , [30] , [31] , [32] , [33] , [34] , [35] , [36] , [37] , [38] , [39] , [40] , [41] , [42] , [43] , [44] , [45] , [46] , [47] , [48] , [49] , [50] ], followed closely by Europe (n = 24) [ [51] , [52] , [53] , [54] , [55] , [56] , [57] , [58] , [59] , [60] , [61] , [62] , [63] , [64] , [65] , [66] , [67] , [68] , [69] , [70] , [71] , [72] , [73] , [74] ]. Specifically, the majority were carried out in the United States (US) (n = 23) [ [26] , [27] , [28] , [29] , [30] , [31] , [32] , [33] , [34] , [35] , [36] , [37] , [38] , …”

Section: Resultsmentioning

confidence: 99%

“…Study population was homogeneous, with medical students forming the main participant group in selected studies. 11 studies also involved other healthcare students [ 28 , 32 , 34 , 39 , 46 , 47 , 56 , 57 , 62 , 66 , 75 ], with nursing students being the most represented group (n = 7) [ 28 , 39 , 47 , 56 , 57 , 66 , 75 ]. As summarized in Table 3 , the total sample size ranged from 7 to 373 medical students, with an average of 111 ± 87.1 per study.…”

Section: Resultsmentioning

confidence: 99%

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Nicolaides

Cardillo

Theodoulou

et al. 2018

Annals of Medicine and Surgery

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ObjectivesThere is substantial lack of guidance when it comes to the implementation of non-technical skills (NTS) in undergraduate medical education. This review aimed to identify and critically evaluate published literature on learning strategies for NTS in undergraduate medical education and to derive a training framework targeted towards standardizing future training interventions.MethodsA systematic review of the MEDLINE database was performed using a prospective protocol following PRISMA guidelines. Studies evaluating undergraduate medical students exposed to NTS interventions, which measured subjective or objective outcomes in selected attributes, were included.ResultsInitial systematic search yielded a total of 5079 articles, out of which 68 fulfilled the inclusion criteria. A total of 24 NTS were identified, with communication skills being the most commonly reported skill evaluated (n = 37). A variety of educational tools were used (n = 32), noteworthy being the use of simulated patients. Great heterogeneity was also observed in measured outcomes and methods of assessment. A ‘triad of outcomes’ in NTS training was devised (knowledge, skill performance and attitude towards skills) and used for classification of all reported outcomes. Extracted data were used to design a non-technical skill training framework.ConclusionsThe existing literature describes a plethora of NTS interventions in undergraduate medical education, with varied outcomes and assessments. We hereby propose the ‘NTS Training Framework’, in an attempt to coordinate future research and catalyze the identification of an ideal NTS course structure to form tomorrow's physicians.

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Efficacy of an Internet-Based Learning Module and Small-Group Debriefing on Trainees’ Attitudes and Communication Skills Toward Patients With Substance Use Disorders

Abstract: This intervention produced improved attitudes and communication skills toward patients with SUDs among residents. Enhanced attitudes and skills may result in improved care for these patients.

Cited by 37 publications

References 40 publications

Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods

Ethics teaching in a medical education environment: preferences for diversity of learning and assessment methods

Effectiveness of Digital Education on Communication Skills Among Medical Students: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

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