Tobacco Dependence Treatment Education for Dental Students
12 kwietnia 2017 zaktualizowane przez: Jacqueline A. Singleton, University of Louisville
Tobacco Dependence Treatment Education for Dental Students Using Standardized Patients
This study determines if there is a difference in dental students' attitudes, perceived barriers, subjective norms, perceived skills, self-efficacy, intentions to provide cessation treatment, and cessation knowledge in those students receiving a tobacco cessation lecture along with practice sessions using standardized patients and those students receiving only a tobacco cessation lecture.
The study determines if dental students' use of tobacco affects their intent to provide cessation treatment to patients, and if the time between receiving the lecture and participating in the practice sessions using standardized patients makes a difference in dental students' attitudes, perceived barriers, subjective norms.
perceived skills, self-efficacy, intentions to provide cessation treatment, and cessation knowledge.
Przegląd badań
Szczegółowy opis
The experimental study has a pretest-posttest design.
It evaluates the changes to dental students' attitudes, perceived barriers, subjective norms, perceived skills, self-efficacy, intentions to provide cessation treatment, and tobacco cessation knowledge between those students receiving a lecture along with practice sessions using standardized patients and those students receiving only a lecture.
Dental students will be invited to complete two questionnaires.
The control group of dental students will complete the first questionnaire before the lecture and the second questionnaire after the lecture.
The experimental group of dental students will complete the first questionnaire before the lecture and the second questionnaire after the lecture and the practice and debriefing sessions.
Subjects will include 120 first year dental students in an introductory course to clinical dentistry.
The cessation training is a required activity in the course.
Students are divided into small groups according to their bench or lab numbers.
These numbers are assigned to the student based on the alphabetical order of their name.
The eligibility criteria is: 1) Must be a first year dental student in Introduction to Clinical Dentistry 1 at the University of Louisville, and 2) Must be willing to volunteer to complete pre- and post-questionnaires about the cessation treatment educational program.
The exclusion criteria is: Subject is not willing to give consent to complete the pre- and post- questionnaire.
Typ studiów
Interwencyjne
Zapisy (Rzeczywisty)
94
Faza
- Nie dotyczy
Kontakty i lokalizacje
Ta sekcja zawiera dane kontaktowe osób prowadzących badanie oraz informacje o tym, gdzie badanie jest przeprowadzane.
Lokalizacje studiów
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Kentucky
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Louisville, Kentucky, Stany Zjednoczone, 40292
- University of Louisville School of Dentistry
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Kryteria uczestnictwa
Badacze szukają osób, które pasują do określonego opisu, zwanego kryteriami kwalifikacyjnymi. Niektóre przykłady tych kryteriów to ogólny stan zdrowia danej osoby lub wcześniejsze leczenie.
Kryteria kwalifikacji
Wiek uprawniający do nauki
18 lat do 65 lat (Dorosły, Starszy dorosły)
Akceptuje zdrowych ochotników
Tak
Płeć kwalifikująca się do nauki
Wszystko
Opis
Inclusion Criteria:
- must be a first year dental student in Introduction to Clinical Dentistry I at the study institution
- volunteer to complete pre- and post-questionnaires concerning tobacco cessation treatment educational training.
Exclusion Criteria:
- subject does not complete pre- and post- questionnaires.
Plan studiów
Ta sekcja zawiera szczegółowe informacje na temat planu badania, w tym sposób zaprojektowania badania i jego pomiary.
Jak projektuje się badanie?
Szczegóły projektu
- Główny cel: Zapobieganie
- Przydział: Nielosowe
- Model interwencyjny: Przydział równoległy
- Maskowanie: Brak (otwarta etykieta)
Broń i interwencje
Grupa uczestników / Arm |
Interwencja / Leczenie |
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Eksperymentalny: Counseling practice sessions
Dental students will be administered the first questionnaire before receiving a tobacco cessation lecture and the second questionnaire after the lecture, counseling practice sessions using standardized patients, and debriefing session.
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Dental students will complete the first questionnaire before a tobacco cessation lecture and the second questionnaire after the lecture, counseling practice sessions using standardized patients and a debriefing session.
Inne nazwy:
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Brak interwencji: Lecture only
Students will receive the first questionnaire before the lecture and the second questionnaire after the lecture
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Co mierzy badanie?
Podstawowe miary wyniku
Miara wyniku |
Opis środka |
Ramy czasowe |
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Change From Baseline in Attitude Score
Ramy czasowe: Questionnaire 1 (baseline/pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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The attitude variable was computed by adding the values from two questionnaire items to assess the level agreement with statements: 1.) "It is important for members of the profession to discuss tobacco use with patients" and 2.) "A brief intervention (3 minutes) for tobacco cessation with my patients would be effective."
The rating scale was: 0 = strongly disagree, 1 = moderately disagree, 2 = somewhat disagree, 3 = neither disagree or agree, 4 = somewhat agree, 5 = moderately agree, and 6 = strongly agree.
A higher value represents participants' more positive attitude toward providing tobacco cessation treatment (Range:0-8).
The difference in the attitude from Questionnaire 1 to Questionnaire 2 was computed by subtracting the total value of the variable at Questionnaire 1 from the total value at Questionnaire 2.
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Questionnaire 1 (baseline/pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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Change From Baseline in Perceived Barriers Score
Ramy czasowe: Questionnaire 1(baseline/pre-lecture) to Questionnaire 2(post-lecture or post-lecture and counseling /debriefing sessions)
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The perceived barriers variable was computed by adding the total number of barriers reported by participants.
Participants were asked to select all factors that may limit their ability to counsel tobacco users during every visit.
The rating scale for reporting barriers was: 0 = no and 1 = yes.
A higher value represents a higher number of barriers to providing tobacco cessation treatment reported by participants(Range: 0-11).
The difference in perceived barriers from Questionnaire 1 to Questionnaire 2 was computed by subtracting the total number of perceived barriers at Questionnaire 1 from the total number of perceived barriers at Questionnaire 2.
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Questionnaire 1(baseline/pre-lecture) to Questionnaire 2(post-lecture or post-lecture and counseling /debriefing sessions)
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Change From Baseline in Subjective Norms Score
Ramy czasowe: Questionnaire 1 ( baseline/pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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Subjective norms are beliefs that people who influence your actions approve or disapprove of the behavior.
The subjective norms variable was computed by adding the values of six questions to assess the participants' level of perceived social pressures to counsel patients in quitting tobacco use.
Questions wer rated on a seven-point Likert scale; higher point values indicate a perceived social norm more supportive of counseling patients in quitting tobacco use(Range: 0-36).
The difference in the subjective norms score from Questionnaire 1 to Questionnaire 2 was computed by subtracting the total number of participants' subjective norms at Questionnaire 1 from the total number of participants' subjective norms at Questionnaire 2.
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Questionnaire 1 ( baseline/pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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Change From Baseline in Perceived Skills Score
Ramy czasowe: Questionnaire 1(baseline/pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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The perceived skills variable was computed by adding the values of seven questions that assessed the participants' perceived level of tobacco cessation treatment skills from poor to excellent.
The rating scale was: 0 = poor, 1 = fair, 2 = good, 3 = very good, and 4 = excellent.
A higher value represents a higher level of tobacco cessation treatment skills perceived by participants (Range: 0-28).
The difference in the participants' perceived skills from Questionnaire 1 to Questionnaire 2 was computed by subtracting the total value of perceived skills at Questionnaire 1 from the total value of perceived skills at Questionnaire 2.
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Questionnaire 1(baseline/pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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Change From Baseline in Self-efficacy Score
Ramy czasowe: Questionaire 1 (baseline/pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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Self-efficacy represents an individual's confidence in his/her ability to perform a behavior.
The self-efficacy variable was computed by adding the values of ten questions to assess the participants' self-efficacy to counsel patients to quit tobacco use.
The rating scale was: 0 = not at all confident, 1 = not very confident, 2 = moderately confident, 3 = very confident, and 4 = extremely confident.
A higher value represents participants' higher level of confidence in providing tobacco cessation treatment (Range: 0-40).
The difference in participants' self-efficacy from Questionnaire 1 to Questionnaire 2 was computed by subtracting the total value of self-efficacy at Questionnaire 1 from the total value at Questionnaire 2.
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Questionaire 1 (baseline/pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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Change From Baseline in Intentions Score
Ramy czasowe: Questionnaire 1 (baseline/pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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Participants' intentions to provide tobacco cessation treatment were computed by adding values from thirteen questions to assess dental students' intent to counsel patients to quit tobacco use.
The rating scale was: 0 = never, 1 = rarely, 2 = sometimes, 3 = almost always, 4 = always (every visit).
A higher value represents participants' stronger intentions to provide tobacco cessation treatment (Range: 0-52).
The difference in participants' intentions to provide tobacco cessation treatment from Questionnaire 1 to Questionnaire 2 was computed by subtracting the total value of participants' intentions at Questionnaire 1 from the total value of participants' intentions at Questionnaire 2.
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Questionnaire 1 (baseline/pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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Change From Baseline in Tobacco Cessation Knowledge Score
Ramy czasowe: Questionnaire 1 (pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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The tobacco cessation knowledge variable was computed by adding the participants' total number of correct answers of the ten knowledge questions.
The rating scale was: 0 = incorrect and 1 = correct.
A higher value represents participants' higher level of tobacco cessation treatment knowledge (Range: 0-10).
The difference in the tobacco cessation knowledge from Questionnaire 1 to Questionnaire 2 was computed by subtracting the total number of participants' correct answers at Questionnaire 1 from the total number of participants' correct answers at Questionnaire 2.
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Questionnaire 1 (pre-lecture) to Questionnaire 2 (post-lecture or post-lecture and counseling/debriefing sessions)
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Współpracownicy i badacze
Tutaj znajdziesz osoby i organizacje zaangażowane w to badanie.
Sponsor
Śledczy
- Główny śledczy: Jacqueline A Singleton, MEd, University of Louisville
Publikacje i pomocne linki
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Daty zapisu na studia
Daty te śledzą postęp w przesyłaniu rekordów badań i podsumowań wyników do ClinicalTrials.gov. Zapisy badań i zgłoszone wyniki są przeglądane przez National Library of Medicine (NLM), aby upewnić się, że spełniają określone standardy kontroli jakości, zanim zostaną opublikowane na publicznej stronie internetowej.
Główne daty studiów
Rozpoczęcie studiów
1 lutego 2012
Zakończenie podstawowe (Rzeczywisty)
1 kwietnia 2012
Ukończenie studiów (Rzeczywisty)
1 kwietnia 2012
Daty rejestracji na studia
Pierwszy przesłany
24 stycznia 2012
Pierwszy przesłany, który spełnia kryteria kontroli jakości
27 stycznia 2012
Pierwszy wysłany (Oszacować)
1 lutego 2012
Aktualizacje rekordów badań
Ostatnia wysłana aktualizacja (Rzeczywisty)
23 maja 2017
Ostatnia przesłana aktualizacja, która spełniała kryteria kontroli jakości
12 kwietnia 2017
Ostatnia weryfikacja
1 kwietnia 2017
Więcej informacji
Terminy związane z tym badaniem
Słowa kluczowe
Dodatkowe istotne warunki MeSH
Inne numery identyfikacyjne badania
- 12.0026
Plan dla danych uczestnika indywidualnego (IPD)
Planujesz udostępniać dane poszczególnych uczestników (IPD)?
NIE
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