Print this page Email this page Users Online: 747 | Click here to view old website
Home About us Editorial Board Search Current Issue Archives Submit Article Author Instructions Contact Us Login 
IMPLICATIONS FOR STUDENTS
Year : 2000  |  Volume : 13  |  Issue : 3  |  Page : 337-345

Teaching Behavior Change Skills to First-year Medical Students: A Small Group Experiential Approach


University of Utah Medical School of Medicine, Salt Lake City, Utah, USA

Correspondence Address:
Leonard J Haas
Department of Family & Preventive Medicine, 50 North Medical Drive, Room 1C26, University of Utah Medical School of Medicine, Salt Lake City, UT 84132
USA
Login to access the Email id

Source of Support: None, Conflict of Interest: None


Purpose: Develop and evaluate a course to help . rst-year medical students learn about health-related behavior change by focusing on their personal health goals. Course methods: Students each identi. ed two health-related behavior change goals for themselves. Lectures presented relevant content concerning behavior change. In small group, experiential sessions, students formed . ve-person teams and rotated positions as "patient," "doctor," "manager" and observers. "Doctors" and "patients" had one or two follow-up visits. Students evaluated their goal attainment and the value of their experience as "patient" and as "doctor." Sample: 100 . rst-year medical students. Results: Students chose exercise, nutrition, academic, interpersonal and psychological goals. Rating of the educational values and goal attainments were variable. Mean rating for educational value was 40%, and for goal attainment 55%. Conclusions: Experiential learning is valuable in introducing medical students to behavior change. Students learn from both the role of change agent and the role of "patient." Although the design of the course was cost-effective, with appropriate modi. cations considerably more impact could be gained from such a course. To improve this type of experiential learning we recommend careful attention to goal-setting, and more attention to developing the learners' feedback-giving and facilitation skills.


[PDF]*
Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)
 

 Article Access Statistics
    Viewed349    
    Printed17    
    Emailed0    
    PDF Downloaded62    
    Comments [Add]    

Recommend this journal