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theses

Purpose: One in four adults in the US suffers from one or more chronic disease. Over half of the chronic disease is directly linked to lifestyle choices, in particular lack of exercise, poor nutrition, tobacco, and alcohol. PAs programs are required by accreditation to include instruction in communication skills and basic counseling and patient education skills. Effective communication between patient and practitioner is the first step toward real behavior change to reduce chronic disease risk. Behavior change counselling (BCC) embraces the spirit (collaboration, evocation, patient autonomy) and specific skills (open ended questions, affirmations, reflections, and summaries) of motivational interviewing in a brief intervention setting known to promote effective change. This project assessed a two-part, 6-hour pilot training program in BCC for PA students to evaluate feasibility of incorporating active/experiential BCC training in PA education. The program consisted of didactic lecture and group activities, role playing, and standardized patient (SP) experiential learning.
Methods: Mixed methods, quasi-experimental design was employed to assess process and outcome measures. Quantitative assessment included two-group comparison of both within and between group pre and post training assessment including knowledge (via multiple choice test items), confidence (via Likert scale ratings), and skills (via role playing and SP session). Qualitative assessment included direct observation of organization, flow, and feasibility by the PI; daily and overall student written evaluations; and post-training written evaluations and debriefing discussion with participating faculty.
Results: Faculty were invested in the program and assessment and provided constructive feedback during all phases of the project. Students completing the 6-hour training program showed significant within group improvement in knowledge (53.54 pre vs 59.38 post, p=.049) and confidence (6.28 pre vs 7.79 post, p<.001). Significant between group scores were also found including skills (40.24 trained vs. 33.13 untrained, p<.001). The scores on knowledge, confidence, and skills remained unchanged when trained students were assessed 5- months post training.
Conclusions: BCC training is feasible in PA education. PA students completing BCC training will be a major contributor in the efforts to promote healthy change. Faculty are receptive to training in BCC and its assessment. The training program is recommended to all PA education programs.

ETD_9729

Dr.P.H.

Includes bibliographical references

doi:10.7282/t3-e4ym-wh19

ETD doctoral

The author owns the copyright to this work.