TY - JOUR
T1 - Teaching Medical Students to Help Patients Quit Smoking
T2 - Outcomes of a 10-School Randomized Controlled Trial
AU - Ockene, Judith K.
AU - Hayes, Rashelle B.
AU - Churchill, Linda C.
AU - Crawford, Sybil L.
AU - Jolicoeur, Denise G.
AU - Murray, David M.
AU - Shoben, Abigail B.
AU - David, Sean P.
AU - Ferguson, Kristi J.
AU - Huggett, Kathryn N.
AU - Adams, Michael
AU - Okuliar, Catherine A.
AU - Gross, Robin L.
AU - Bass, Pat F.
AU - Greenberg, Ruth B.
AU - Leone, Frank T.
AU - Okuyemi, Kola S.
AU - Rudy, David W.
AU - Waugh, Jonathan B.
AU - Geller, Alan C.
N1 - Publisher Copyright:
© 2015, Society of General Internal Medicine.
PY - 2016/2/1
Y1 - 2016/2/1
N2 - Background: Early in medical education, physicians must develop competencies needed for tobacco dependence treatment. Objective: To assess the effect of a multi-modal tobacco dependence treatment curriculum on medical students’ counseling skills. Design: A group-randomized controlled trial (2010–2014) included ten U.S. medical schools that were randomized to receive either multi-modal tobacco treatment education (MME) or traditional tobacco treatment education (TE). Setting/Participants: Students from the classes of 2012 and 2014 at ten medical schools participated. Students from the class of 2012 (N = 1345) completed objective structured clinical examinations (OSCEs), and 50 % (N = 660) were randomly selected for pre-intervention evaluation. A total of 72.9 % of eligible students (N = 1096) from the class of 2014 completed an OSCE and 69.7 % (N = 1047) completed pre and post surveys. Interventions: The MME included a Web-based course, a role-play classroom demonstration, and a clerkship booster session. Clerkship preceptors in MME schools participated in an academic detailing module and were encouraged to be role models for third-year students. Measurements: The primary outcome was student tobacco treatment skills using the 5As measured by an objective structured clinical examination (OSCE) scored on a 33-item behavior checklist. Secondary outcomes were student self-reported skills for performing 5As and pharmacotherapy counseling. Results: Although the difference was not statistically significant, MME students completed more tobacco counseling behaviors on the OSCE checklist (mean 8.7 [SE 0.6] vs. mean 8.0 [SE 0.6], p = 0.52) than TE students. Several of the individual Assist and Arrange items were significantly more likely to have been completed by MME students, including suggesting behavioral strategies (11.8 % vs. 4.5 %, p < 0.001) and providing information regarding quitline (21.0 % vs. 3.8 %, p < 0.001). MME students reported higher self-efficacy for Assist, Arrange, and Pharmacotherapy counseling items (ps ≤0.05). Limitations: Inclusion of only ten schools limits generalizability. Conclusions: Subsequent interventions should incorporate lessons learned from this first randomized controlled trial of a multi-modal longitudinal tobacco treatment curriculum in multiple U.S. medical schools.
AB - Background: Early in medical education, physicians must develop competencies needed for tobacco dependence treatment. Objective: To assess the effect of a multi-modal tobacco dependence treatment curriculum on medical students’ counseling skills. Design: A group-randomized controlled trial (2010–2014) included ten U.S. medical schools that were randomized to receive either multi-modal tobacco treatment education (MME) or traditional tobacco treatment education (TE). Setting/Participants: Students from the classes of 2012 and 2014 at ten medical schools participated. Students from the class of 2012 (N = 1345) completed objective structured clinical examinations (OSCEs), and 50 % (N = 660) were randomly selected for pre-intervention evaluation. A total of 72.9 % of eligible students (N = 1096) from the class of 2014 completed an OSCE and 69.7 % (N = 1047) completed pre and post surveys. Interventions: The MME included a Web-based course, a role-play classroom demonstration, and a clerkship booster session. Clerkship preceptors in MME schools participated in an academic detailing module and were encouraged to be role models for third-year students. Measurements: The primary outcome was student tobacco treatment skills using the 5As measured by an objective structured clinical examination (OSCE) scored on a 33-item behavior checklist. Secondary outcomes were student self-reported skills for performing 5As and pharmacotherapy counseling. Results: Although the difference was not statistically significant, MME students completed more tobacco counseling behaviors on the OSCE checklist (mean 8.7 [SE 0.6] vs. mean 8.0 [SE 0.6], p = 0.52) than TE students. Several of the individual Assist and Arrange items were significantly more likely to have been completed by MME students, including suggesting behavioral strategies (11.8 % vs. 4.5 %, p < 0.001) and providing information regarding quitline (21.0 % vs. 3.8 %, p < 0.001). MME students reported higher self-efficacy for Assist, Arrange, and Pharmacotherapy counseling items (ps ≤0.05). Limitations: Inclusion of only ten schools limits generalizability. Conclusions: Subsequent interventions should incorporate lessons learned from this first randomized controlled trial of a multi-modal longitudinal tobacco treatment curriculum in multiple U.S. medical schools.
KW - counseling
KW - medical school curriculum
KW - medical student behaviors
KW - objective structured clinical examination
KW - randomized controlled trial
KW - tobacco dependence treatment
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U2 - 10.1007/s11606-015-3508-y
DO - 10.1007/s11606-015-3508-y
M3 - Article
C2 - 26391030
AN - SCOPUS:84955206988
SN - 0884-8734
VL - 31
SP - 172
EP - 181
JO - Journal of General Internal Medicine
JF - Journal of General Internal Medicine
IS - 2
ER -