Using the Internet to Train Tobacco Treatment Specialists

1. Using the Internet to Train Tobacco Treatment Specialists Beth M. Ewy, MPH, CHES UMass Medical School Worcester, Massachusetts

2. 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

3. 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

4. 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

5. In person PPT presentations Brainstorming Small group exercises and practice time Pre/post test Written evaluation Online Annotated slides Discussion threads Individual exercises & application quizzes Post test only Online evaluation Online Adaptation

6. 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

7. What does the course look like?

12. 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.

15. 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.

25. 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

26. 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

27. 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.)

28. 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

29. 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.

30. 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