Abstract
INTRODUCTION/AIMS
We designed an interactive web module to improve medical student competence in screening and interventions for hazardous drinking. We assessed its impact on performance with a standardized patient (SP) vs. traditional lecture.
SETTING
First year medical school curriculum.
PROGRAM DESCRIPTION
The web module included pre/posttests, Flash©, and text didactics. It centered on videos of two alcohol cases, each contrasting a novice with an experienced physician interviewer. The learner free-text critiqued each clip then reviewed expert analysis.
PROGRAM EVALUATION
First year medical students conveniently assigned to voluntarily complete a web module (N = 82) or lecture (N = 81) were rated by a SP in a later alcohol case. Participation trended higher (82% vs. 72%, p < .07) among web students, with an additional 4 lecture-assigned students crossing to the web module. The web group had higher mean scores on scales of individual components of brief intervention (assessment and decisional balance) and a brief intervention composite score (1–13 pt.; 9 vs. 7.8, p < .02) and self-reported as better prepared for the SP case.
CONCLUSIONS
A web module for alcohol use interview skills reached a greater proportion of voluntary learners and was associated with equivalent overall performance scores and higher brief intervention skills scores on a standardized patient encounter.
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Acknowledgments
This study was supported by a Health Research Service Award, HRSA 12-191-1077.
Conflict of Interest
Drs. Lee and Gourevitch receive extramural grant support from Cephalon and Alkermes Inc.
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Lee, J.D., Triola, M., Gillespie, C. et al. Working with Patients with Alcohol Problems: A Controlled Trial of the Impact of a Rich Media Web Module on Medical Student Performance. J GEN INTERN MED 23, 1006–1009 (2008). https://doi.org/10.1007/s11606-008-0557-5
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DOI: https://doi.org/10.1007/s11606-008-0557-5