Using the Internet to Train Tobacco Treatment Specialists

Beth M. Ewy, MPH, CHESUMass Medical School

Worcester, Massachusetts

Objectives

Describe basic components of the online course

Describe procedures for evaluating both students and the course

Discuss the benefits of and challenges to online learning

Brief Historical Note Original material developed by Dr. John

Slade as Day 1 of 8-day TTS training Adapted to a 2-day in person training Intent: Cover all basic info needed for

clinicians who work with tobacco users to start dialog around tobacco use

Became prerequisite to TTS Core training; trained over 720 people b/t 2000 & Feb 2003

90% funding cut in 2002 forced switch to online format

Basic Course Components Content based on formative research,

interviews with those in the field & upon PHS guidelines

In person course included: PH perspective, including PHS guideline Understanding addiction Stages of change/behavior change theory Health consequences of smoking Proper use of pharmacotherapy Basic counseling skills 5A interventions, systems change Tobacco treatment-related resources

Online Adaptation

In personPPT presentationsBrainstormingSmall group

exercises and practice time

Pre/post testWritten evaluation

OnlineAnnotated slidesDiscussion threadsIndividual exercises

& application quizzes

Post test onlyOnline evaluation

Evaluation Course evaluation:

--Piloted course and revised according to feedback--Every registrant required to complete course evaluation before CEUs issued

Student evaluation:--Must complete 2 exercise/quizzes plus final 20-item posttest

What does the course look like?

I would like to show the portal page, the syllabus page, a page from one of the tests or exercises, maybe a portion of the gradebook page if I can block out names, and a couple other selected pages from the course, totaling about 6 or 7slides.

I would like to show the portal page, the syllabus page, a page from one of the tests or exercises, maybe a portion of the gradebook page if I can block out names, and a couple other selected pages from the course, totaling about 6 or 7slides.

Who is taking the course? Over 140 enrolled March–November 2003 87% female 31% College graduate; 47% > Bachelors 32% ≤ 40; 44% 41-50; 23% > 50 47% from hospital or medical center Prime takers: Respiratory therapists,

RNs, health educators, social workers, substance abuse and mental health counselors

Lessons Learned: Benefits Web-based learning can be

effective: --wide reach, including those who work

in isolated settings --can bring in diversity of participants--can put many resources online--brings everyone to baseline level prior to more intensive training--relatively inexpensive to administer--convenient for learner

Lessons Learned: Challenges

There is considerable initial investment (time and money) up front to develop course

Ongoing support is necessary to maintain and administer program (registration and payment, trouble-shooting, monitoring discussion threads and chat rooms, updating curriculum, sending out CEUs and certificates of completion, etc.)

Lessons Learned: Challenges

Web-based learning can be frustrating for the learner: --lack of computer literacy or computer problems--learning styles differ--difficult to sit in front of computer for 11-12 hours--lack of interaction with other students

Lessons Learned: Final Thoughts

Web-based options have become the norm, not the exception.

Web-based learning is not a panacea!

It can be, however, an integral part of a more extensive training program.

For more information . . . .

To learn more about this course, go to www.umassmed.edu/behavmed/tobacco and click on TTS Training and Certification, OR

Contact Beth Ewy at 508-856-2935, beth.ewy@umassmed.edu, OR

See informational flyer on back table