Learning About and Destigmatizing Substance Use Disorders: a Video-Based Educational Module Using Simulated Patients

Fuehrlein, Brian; Hochschild, Annabella; Goldman, Mia; Amsalem, Doron; Chilton, Julie; Martin, Andrés

doi:10.1007/s40596-021-01559-z

Cited by 8 publications

(4 citation statements)

References 18 publications

(21 reference statements)

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“…Similarly, we were keen to reach individuals who may mean well but not have the right knowledge or skills to interact effectively with TGD youth. In using materials that are brief and readily available for download free of charge, we have sought in this, as in prior studies [31][32][33][34] to reduce the burden on new instructors seeking to develop evidence-based and up-to-date training resources. We anticipate-and indeed encourage-educators to adapt these video-enhanced materials for goals specific to the needs of their group of learners.…”

Section: Discussionmentioning

confidence: 99%

Collaborating with transgender youth to train healthcare professionals: randomized controlled trial of a didactic enhanced by brief videos

Martin

Halloran

Penque

et al. 2022

Preprint

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BackgroundIn collaboration with members of the transgender and gender diverse (TGD) community, we created a didactic resource about the unique needs of TGD youth. MethodsWe developed teaching materials enhanced by video clips of two TGD adolescents openly sharing aspects of their lived experience. We compared the video and no video conditions in a randomized controlled trial (RCT) in which participants were assigned to one of four parallel conditions: 1) a transgender [TgV] or 2) a cisgender [CgV] woman presenting with videos embedded into the presentation, 3) the same cisgender woman presenting without the videos [CgN], or 4) a no intervention control [NiC]. Our primary outcome was change in the total score of the Transgender Knowledge, Attitudes, and Beliefs Scale (T-KAB). ResultsWe recruited and proportionally randomized 467 individuals, 200 of whom completed ratings before and after the intervention: TgV (n = 46), CgV (N = 46), CgN (n = 44), and NiC (n = 64). Mean scores on all measures of TGD acceptance increased in the video group, compared to the no video group. Improvements persisted after 30 days (p < 0.01), except on perceptions about TGD family members. The three active intervention groups did not differ in efficacy.ConclusionsThese findings provide empirical evidence that a well-informed presenter, regardless of their gender, can achieve similar improvements in perceptions and knowledge about TGD youth when using a resource that can be disseminated free of cost.

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Section: Discussionmentioning

confidence: 99%

Collaborating with transgender youth to train healthcare professionals: randomized controlled trial of a didactic enhanced by brief videos

Martin

Halloran

Penque

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Collaborating with transgender youth to educate healthcare trainees and professionals: randomized controlled trial of a didactic enhanced by brief videos

et al. 2022

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Background In collaboration with members of the transgender and gender diverse (TGD) community, we created a didactic resource about the unique needs of TGD youth. Methods We developed teaching materials enhanced by video clips of two TGD adolescents openly sharing aspects of their lived experience. We compared the video and no video conditions in a randomized controlled trial (RCT) in which participants were assigned to one of four parallel conditions: 1) a transgender [TgV] or 2) a cisgender [CgV] woman presenting with videos embedded into the presentation, 3) the same cisgender woman presenting without the videos [CgN], or 4) a no intervention control [NiC]. Our primary outcome was change in the total score of the Transgender Knowledge, Attitudes, and Beliefs Scale (T-KAB). Results We recruited and proportionally randomized 467 individuals, 200 of whom completed ratings before and after the intervention: TgV (n = 46), CgV (N = 46), CgN (n = 44), and NiC (n = 64). Mean scores on all measures of TGD acceptance increased in the video group, compared to the no video group. Improvements persisted after 30 days (p < 0.01), except on perceptions about TGD family members. The three active intervention groups did not differ in efficacy. Conclusions These findings provide empirical evidence that a well-informed presenter, regardless of their gender, can achieve similar improvements in perceptions and knowledge about TGD youth when using a resource that can be disseminated free of cost.

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“…We manually coded the words into three emotional valence categories. 27 , 28 Word clouds are commonly used in education research, as they can complement activities by visualizing underlying themes identified by learners. 29 …”

Section: Methodsmentioning

confidence: 99%

Treating Children With Physical Disabilities: A Video-Based Educational Resource Using Simulated Participants

Kimmel

Nozetz

Salisbury

et al. 2023

Journal of Medical Education and Curricular Development

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OBJECTIVES Children with physical disabilities (CWPD) have historically experienced inadequate and insensitive care across medical settings. A lack of comfort and knowledge about CWPD is prevalent among healthcare provider trainees. We developed a new, readily distributable educational resource about CWPD for healthcare students and conducted a study to determine its efficacy in improving their attitudes toward CWPD. METHODS We collaborated with a working group of stakeholders in the disability community to develop an educational resource for healthcare students. We developed nine short video clips (with a cumulative duration of 27 min) of a primary care visit using simulated participants and embedded them into a 50-min workshop. We conducted a study of the workshop's utility for volunteer healthcare students using synchronous videoconferencing. Participating students completed assessments at baseline and after the workshop. Our primary outcome measure was a change in the Attitudes to Disabled Persons—Original (ATDP-O) scale. RESULTS Forty-nine healthcare students participated in the training session: 29 (59%) from medicine, and 21 (41%) from physician assistant or nursing programs. The materials were easy to deliver virtually. The workshop resulted in measurable change in attitudes regarding physical disabilities, with improvement in ATDP-O scores between baseline ( M = 31.2, SD = 8.9) and endpoint ( M = 34.8, SD = 10.1) scores ( t(49)= 3.28, P = .002, Cohen's d = 0.38). CONCLUSION This video-based educational resource on CWPD is readily distributable and can be delivered virtually as a workshop. The video-enhanced workshop improved healthcare students’ perceptions and attitudes toward CWPDs. All materials are available to view, download, or adapt by end-use instructors.

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Learning About and Destigmatizing Substance Use Disorders: a Video-Based Educational Module Using Simulated Patients

Cited by 8 publications

References 18 publications

Collaborating with transgender youth to train healthcare professionals: randomized controlled trial of a didactic enhanced by brief videos

Collaborating with transgender youth to train healthcare professionals: randomized controlled trial of a didactic enhanced by brief videos

Collaborating with transgender youth to educate healthcare trainees and professionals: randomized controlled trial of a didactic enhanced by brief videos

Treating Children With Physical Disabilities: A Video-Based Educational Resource Using Simulated Participants

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