Department of General Practice, University Medical Centre Würzburg, Germany.
Department of Psychiatry, Psychosomatics and Psychotherapy, Center of Mental Health, University Medical Centre Würzburg, Germany.
Int J Med Educ. 2021 Jan 28;12:12-21. doi: 10.5116/ijme.5ff9.bccc.
We compared the effect of different didactic formats - e - learning and role-playing - on medical students' knowledge and counselling skills in smoking cessation training.
At a German medical school, 145 third-year students were randomly allocated to attend an online course with video examples or an attendance course with role-playing. Students were trained in smoking cessation counselling according to the 5A's (ask, advise, assess, assist, arrange) for approximately 90 minutes. Practical skills were measured in an objective structured clinical examination (OSCE) and represent the primary endpoint of this prospective comparative study. Additionally, changes in theoretic knowledge were assessed by pre - and post - interventional questionnaires and a final written exam.
In the OSCE, overall scores were higher in the attendance group (Mdn=70.8 % vs. 62.8 %; U=119; p=.087, n=36), but a statistical advantage was only found in one single counselling sequence ("Assist": Mdn=66.7 % vs. 51.4 %; p = .049) and the rating of the standardised patients (M=4.7 vs. 4.2 out of 5 points, t=2.0, p=.028). Students' results (n=130) from self-assessment and written exams suggest that both approaches are equally well suited to increase theoretical knowledge. The online course was more time efficient (90 vs. 73 minutes).
Seminar and web-based training seem equally well suited for transferring knowledge and skills on tobacco cessation counselling. Considering their particular strengths, these two teaching approaches could be combined.
我们比较了不同教学形式（电子学习和角色扮演）对医学生戒烟培训中知识和咨询技能的影响。
在一所德国医学院，145 名三年级学生被随机分配参加在线课程（视频示例）或参加实践课程（角色扮演）。学生接受了大约 90 分钟的基于 5A（询问、建议、评估、帮助、安排）的戒烟咨询培训。实践技能通过客观结构化临床考试（OSCE）进行测量，这是这项前瞻性对比研究的主要终点。此外，通过干预前后的问卷调查和最终的书面考试评估理论知识的变化。
在 OSCE 中，出席组的总体得分较高（Mdn=70.8% vs. 62.8%；U=119；p=.087，n=36），但仅在一个单一的咨询序列中发现了统计学优势（“帮助”：Mdn=66.7% vs. 51.4%；p=.049）和标准化患者的评分（M=4.7 分 vs. 4.2 分，t=2.0，p=.028）。学生的自我评估和书面考试结果（n=130）表明，这两种方法都同样适合增加理论知识。在线课程更节省时间（90 分钟 vs. 73 分钟）。
研讨会和基于网络的培训似乎同样适合传授烟草戒断咨询方面的知识和技能。考虑到它们各自的优势，这两种教学方法可以结合使用。
