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Blond N, Chaux AG, Hascoët E, Lesclous P, Cloitre A. Blended learning compared to traditional learning for the acquisition of competencies in oral surgery by dental students: A randomized controlled trial. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024. [PMID: 39083448 DOI: 10.1111/eje.13030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Revised: 04/25/2024] [Accepted: 07/18/2024] [Indexed: 08/02/2024]
Abstract
OBJECTIVE To determine whether blended learning results in better educational outcomes compared to traditional learning in the acquisition of oral surgery technical skills for 4th-year undergraduate dental students. MATERIALS AND METHODS Seventy-three students participated in this two-arm parallel randomized controlled trial. Only students in the blended learning group had access to the online preparation platform for oral surgery practical work (PW) on a pig's jaw and to the debriefing. Kirkpatrick's four-level model was used to assess the educational outcomes directly after (levels 1 and 2) and 6 months later, after the start of the students' clinical activity (levels 3 and 4). RESULTS For level 1, higher global satisfaction scores were found for students in the blended learning compared to the traditional learning group (p = .002). For level 2, blended learning resulted in an increase in knowledge score (p < .01), comparable to that observed in the traditional learning group. For level 3, students in the blended group made more progress in 6 months than those in the traditional group in terms of feeling able to assess and perform anaesthesia (p = .040) and surgical tooth extraction (p = .043). No difference in level 4 was found for the 6-month clinical surgical activity between groups, but students in the blended group felt more able to assess and perform the surgical management of a failed extraction requiring bone removal (p = .044). CONCLUSION Blended learning for oral surgery PW had a positive impact on three of the four Kirkpatrick levels (level 1, 3 and 4). Efforts should focus on the procedures that are perceived as the most difficult.
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Affiliation(s)
- Nicolas Blond
- Nantes Université, UFR Odontologie, CHU Nantes, PHU4 OTONN, Nantes, France
| | - Anne-Gaëlle Chaux
- Nantes Université, Oniris, University of Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, UMR 1229, Nantes, France
| | - Emilie Hascoët
- Nantes Université, Oniris, University of Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, UMR 1229, Nantes, France
| | - Philippe Lesclous
- Nantes Université, Oniris, University of Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, UMR 1229, Nantes, France
| | - Alexandra Cloitre
- Nantes Université, Oniris, University of Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, UMR 1229, Nantes, France
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Wittmann J, Bieber A, Carroll J, Forristal K, Hopper L, Janssen N, Meyer G, Riello M, de Vugt M, Bauernschmidt D. Exploring self-experience practices in dementia care: A scoping review. PLoS One 2024; 19:e0302929. [PMID: 38713699 PMCID: PMC11075864 DOI: 10.1371/journal.pone.0302929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2023] [Accepted: 04/15/2024] [Indexed: 05/09/2024] Open
Abstract
BACKGROUND Recognised as essential for high-quality dementia service, person-centred care aims to understand and respect the unique needs of each individual. Self-experience practices may offer caregivers an opportunity to acquire knowledge, empathy, and skills related to person-centred care, especially through recreating experiences similar to dementia. Given the need to enhance the understanding of self-experience practices in dementia care, a more comprehensive investigation of these training interventions for (future) caregivers is needed. METHODS We conducted a scoping review to map the evidence on the use of self-experience practices in dementia training. We systematically searched Cochrane Library, MEDLINE via PubMed, CINAHL, and Web of Science. We also searched for grey literature, as well as registry entries, and conducted backward citation tracking of included reviews. We analysed data on intervention characteristics, factors influencing the implementation, and learning outcomes based on Kirkpatrick's model. RESULTS We included 44 reports across 30 intervention programmes. The majority of reports (91%) were published from 2016 onwards, with 32% originating from the USA and 25% from the UK. We identified passive, interactive, immersive, and multicomponent self-experience interventions in dementia education and training. Learning outcomes based on Kirkpatrick's model were fairly distributed across all identified modalities. Both consumers and providers emphasised aspects related to the development and implementation of practices, particularly organisational-related considerations such as temporal and spatial planning of trainings. CONCLUSIONS Our review highlights diverse interventions incorporating self-experience practices, with an increasing role for technological tools. While self-experience interventions engage participants, the impact on individuals with dementia and organisational levels remain largely unreported. Our overview, informed by current literature, underscores unique considerations and challenges associated with dementia-related self-experience practices. Implementing and evaluating complex training interventions using self-experience practices should consider ethical aspects. TRIAL REGISTRATION Registry: Registered within the Open Science Framework (available at https://osf.io/fycxa/).
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Affiliation(s)
- Janina Wittmann
- Institute of Health and Nursing Science, University Medicine Halle, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Anja Bieber
- Institute of Health and Nursing Science, University Medicine Halle, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Joanne Carroll
- School of Psychology, Dublin City University, Dublin, Ireland
| | | | - Louise Hopper
- School of Psychology, Dublin City University, Dublin, Ireland
| | - Niels Janssen
- Department of Psychiatry and Neuropsychology, Alzheimer Centre Limburg, School for Mental Health and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Gabriele Meyer
- Institute of Health and Nursing Science, University Medicine Halle, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | | | - Marjolein de Vugt
- Department of Psychiatry and Neuropsychology, Alzheimer Centre Limburg, School for Mental Health and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Dorothee Bauernschmidt
- Institute of Health and Nursing Science, University Medicine Halle, Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
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Pillen H, Attrill S, Fisher A, Forte S, Brebner C, Robinson S. Educating for supported decision making and shared decision making: a scoping review of educational design and outcomes for education and training interventions. Disabil Rehabil 2024:1-12. [PMID: 38591714 DOI: 10.1080/09638288.2024.2337099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 03/24/2024] [Indexed: 04/10/2024]
Abstract
PURPOSE To characterise existing knowledge about the design and learning outcomes of education and training programs for supported or shared decision making. MATERIALS AND METHODS A scoping review was performed to identify academic and grey literature, published between January 2006 and February 2022, that reported on the design and/or learning outcomes of supported or shared decision making education or training programs. Eligible literature was mapped across domains of educational design and Kirkpatrick's hierarchy of learning effectiveness, and then qualitatively synthesised using cross-case analysis. RESULTS A total of 33 articles were identified (n = 7 for supported decision making and n = 26 for shared decision making) that provided education or training to supporters of persons with mental illness or substance use disorders (n = 14), dementia or neurocognitive disorders (n = 6), cognitive disability (n = 5), mixed populations (n = 1), and those receiving end-of-life care (n = 7). In their design, most programs sought specific changes in practice (behaviour) via experiential learning. Reported educational outcomes also focused on supporter behaviour, with limited evidence for how changes in learner attitudes, skills, or knowledge might be contributing to changes in supporter behaviour. CONCLUSIONS Future education and training would benefit from a closer engagement with theories of teaching and learning, particularly those oriented towards co-design.
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Affiliation(s)
- Heath Pillen
- School of Allied Health Science and Practice, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, Australia
| | - Stacie Attrill
- School of Allied Health Science and Practice, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, Australia
| | - Alinka Fisher
- College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - Sabrina Forte
- Council for Intellectual Disability, Surry Hills, Australia
| | - Chris Brebner
- Office of the Deputy Vice-Chancellor, Flinders University, Adelaide, Australia
| | - Sally Robinson
- College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
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Schlosser-Hupf S, Aichner E, Meier M, Albaladejo-Fuertes S, Ruttmann K, Rusch S, Michels B, Mehrl A, Kunst C, Schmid S, Müller M. Evaluating the impact of interprofessional training wards on patient satisfaction and clinical outcomes: a mixed-methods analysis. Front Med (Lausanne) 2024; 11:1320027. [PMID: 38444410 PMCID: PMC10912604 DOI: 10.3389/fmed.2024.1320027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Accepted: 02/02/2024] [Indexed: 03/07/2024] Open
Abstract
Introduction Interprofessional teamwork is pivotal in modern healthcare, prompting the establishment of interprofessional training wards since 1996. While these wards serve as hubs for optimizing healthcare professional collaboration and communication, research into patient outcomes remains notably sparse and geographically limited, predominantly examining patient satisfaction and sparingly exploring other metrics like mortality or self-discharge rates. This study seeks to bridge this gap, comparing patient outcomes in interprofessional training wards and conventional wards under the hypothesis that the former offers no disadvantage to patient outcomes. Materials and methods We explored patient outcomes within an interprofessional student ward called A-STAR at a University Hospital from October 2019 to December 2022. Engaging with patients discharged between May 2021 and April 2022, we utilized digital and paper-based anonymous questionnaires, catering to patient preference, to gather pertinent data. Results Analysis of outcomes for 1,482 A-STAR (interprofessional student ward) and 5,752 conventional ward patients revealed noteworthy findings. A-STAR patients tended to be younger (59 vs. 61 years, p < 0.01) and more frequently male (73.5% vs. 70.4%, p = 0.025). Vital clinical outcomes, such as discharges against medical advice, complication-driven readmissions, and ICU transfers, were statistically similar between groups, as were mortality rates (1.2% vs. 1.3%, p = 0.468). A-STAR demonstrated high patient satisfaction, underscored by positive reflections on team competence, ward atmosphere, and responsiveness to concerns, emphasizing the value placed on interprofessional collaboration. Patient narratives commended team kindness, lucid explanations, and proactive involvement. Discussion This data collectively underscores the safety and reliability of patient care within training wards, affirming that patients can trust the care provided in these settings. Patients on the interprofessional ward demonstrated high satisfaction levels: 96.7% appreciated the atmosphere and conduct of ward rounds. In comparison, 98.3% were satisfied with the discussion and information about their treatment during their hospital stay.
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Affiliation(s)
- Sophie Schlosser-Hupf
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Elisabeth Aichner
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Marcus Meier
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Sheila Albaladejo-Fuertes
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Kirstin Ruttmann
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
- Nursing Development Department of the Care Management Head Office, University Hospital Regensburg, Humboldt-Universität zu Berlin, Regensburg, Germany
| | - Sophia Rusch
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Bernhard Michels
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Alexander Mehrl
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Claudia Kunst
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Stephan Schmid
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
| | - Martina Müller
- Department of Internal Medicine I, Gastroenterology, Hepatology, Endocrinology, Rheumatology, and Infectious Diseases, University Hospital Regensburg, Regensburg, Germany
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Biorn CM, Rogo EJ, Williams R. Effectiveness of online faculty calibration: A randomized crossover study. Int J Dent Hyg 2023; 21:761-769. [PMID: 37722067 DOI: 10.1111/idh.12757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Revised: 08/30/2023] [Accepted: 09/01/2023] [Indexed: 09/20/2023]
Abstract
PURPOSE Dental hygiene faculty members must be able to provide evidence of skill calibration for clinical evaluation of students. The purpose of this study was to evaluate the effectiveness of online instructional videos as compared to in-person sessions for faculty calibration. METHODS A randomised crossover pretest/posttest research design was used to evaluate online and in-person faculty calibration activities. Fifteen faculty members from a baccalaureate dental hygiene programme were randomly assigned to an AB or BA sequence for calibration sessions on two different instruments. Following a 2-week washout period, the groups switched activity modalities. A pretest, posttest and retention test, administered 10 weeks following the activity, were administered to determine learning levels and the new and retained knowledge. A 7-point Likert scale questionnaire evaluated the reaction to and impact of the calibration activities. Descriptive statistics analysed demographic and Likert scale data. Paired samples t-tests were used to analyse the research questions (p ≤ 0.05). RESULTS Online calibration activities yielded higher posttest scores than in-person activities (p = 0.01). Findings related to feelings of confidence revealed that a greater percentage of participants agreed that online calibration activities increased their ability to evaluate student performance. Findings related to feelings of preparedness supported equal percentages of participants who agreed the online and in-person activities increased their ability to teach dental hygiene instrumentation. There was no significant difference between in-person and online retention test scores (p = 0.235). CONCLUSION Faculty members agreed that both online and in-person calibration activities were an effective use of their time and contributed to greater feelings of confidence and preparedness. However, the online calibration activities seemed to be more effective at increasing calibration on instrumentation. More research is needed to determine additional effective strategies for the online calibration of clinical faculty.
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Affiliation(s)
- Camille M Biorn
- Department of Dental Hygiene, Idaho State University, Pocatello, Idaho, USA
| | - Ellen J Rogo
- Department of Dental Hygiene, Idaho State University, Pocatello, Idaho, USA
| | - Rachelle Williams
- Department of Dental Hygiene, Idaho State University, Pocatello, Idaho, USA
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Ayora A, Nogueras C, Jiménez-Panés S, Cortiñas-Rovira S. Teaching (remotely) to communicate (remotely) with relatives of patients during lockdown due to the COVID-19 pandemic. PEC INNOVATION 2023; 2:100151. [PMID: 37016635 PMCID: PMC10052879 DOI: 10.1016/j.pecinn.2023.100151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Revised: 03/06/2023] [Accepted: 03/27/2023] [Indexed: 03/31/2023]
Abstract
Aim In 2020, due to the pandemic, the lack of specific knowledge on breaking bad news over the phone became apparent. This study aims at assessing the differences, or lack thereof, in satisfaction reported by participants in the different formats of a course in telephone communication for breaking bad news to families of patients, developed based on the previous experience of a team dedicated to this task during the peak of the pandemic. Methods Four courses were delivered, two in a fully streamed format and two in a blended format, part pre-recorded, part streamed. There were 41 attendants, mostly doctors, but also nurses, social workers, occupational therapists, and administrative staff who deal with families. Subsequently, a survey was conducted to assess the degree of satisfaction of the participants. Results Both formats scored very positively, with small advantages for the fully streamed format, mainly due to the difference in interaction activities. Conclusions The main conclusion is the need for these courses, which are demanded by the professionals themselves, without forgetting the benefit obtained from interprofessional education that enriches interaction and learning. Innovation The inclusion of administrative staff allows for a global vision of care for family members, which improves it.
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Affiliation(s)
- Ara Ayora
- Scientific Communication Research Group (GRECC), Department of Communication, Universitat Pompeu Fabra, Barcelona, Spain
| | - Carme Nogueras
- Geriatric Department at Hospital Universitari Germans Trias i Pujol in Barcelona, Spain
| | | | - Sergi Cortiñas-Rovira
- Scientific Communication Research Group (GRECC), Department of Communication, Universitat Pompeu Fabra and UPF-BSM Barcelona School of Management, Barcelona, Spain
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Gisby A, Ross C, Francis-Smythe J, Anderson K. The ‘Rich Pictures’ Method: Its Use and Value, and the Implications for HRD Research and Practice. HUMAN RESOURCE DEVELOPMENT REVIEW 2023. [DOI: 10.1177/15344843221148044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
Embracing new and innovative qualitative methods has helped researchers in a number of fields to access aspects of the lived experience that traditional methods cannot easily reach. This paper explores the use and value of one such method – ‘rich pictures’: a technique whose origins lie in ‘soft systems’ engineering but which has been successfully applied in a broader range of contexts in recent years including health, medicine and education. Despite its use in these disciplines, however, recent studies suggest that HRD research continues to rely on established methods and that uptake of visual methods – and ‘rich pictures’ in particular – is virtually non-existent. The aim of this paper therefore is to shed light on this underused method and encourage HRD researchers to recognize its potential for studying human development.
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Affiliation(s)
- Alison Gisby
- School of Psychology & Counselling, The Open University, Milton Keynes, UK
| | - Catharine Ross
- Worcester Business School, University of Worcester, Worcester, UK
| | | | - Kazia Anderson
- School of Psychology, University of Leicester, Leicester, UK
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Wei HC, Lin YH, Chang LH. The Effectiveness of a Blended Learning-Based Life Design Course: Implications of Instruction and Application of Technology. SN COMPUTER SCIENCE 2023; 4:360. [PMID: 37131500 PMCID: PMC10136375 DOI: 10.1007/s42979-023-01730-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Accepted: 02/05/2023] [Indexed: 05/04/2023]
Abstract
Purpose Due to the outbreak of the COVID-19 pandemic in 2021 in Taiwan, we have adapted the face-to-face Life Design course to a blended learning approach with educational technology to cope with the problem of cross-generational confusion and anxiety towards later life from learners.The objectives of this study are to.evaluate learners' reactions after attending the Life Design course including their level of satisfaction, engagement (Level 1), and the applicability of courses in their life.evaluate their learning outcomes after attending the Life Design course, such as their acquisition of knowledge, skills, attitudes, confidence, commitment (Level 2), and behavioral changes (Level 3).explore the factors that enable and prevent students from transferring their learning in this course to the action taking and making behavioral changes.explore how the application of educational technology can enhance the teaching and learning in the Life Design course. Methods This study used an action research method to solve two main problems we identified in practice: students' confusion about their future life and the shortcomings of traditional teaching methods, which cannot meet the learning needs of this type of course due to the requirement of intensive personal reflection and self-disclosure. Participants were 36 master's students who completed the Life Design course. Based on this course's design, implementation, and evaluation, we used the new Kirkpatrick Learning Assessment Model (Kirkpatrick J, Kirkpatrick WK. An introduction to the new world Kirkpatrick Model. Kirkpatrick Partners, 2021) to analyze the learning effectiveness on the Reaction, Learning, and Behavioral levels. Results To facilitate learners to overcome the cross-generational confusion of their life design and solve the shortage of face-to-face teaching methods, we took biographical learning as the core theme for this Life Design course and designed online and offline learning activities. The blended learning approach with educational technology allowed us to go beyond time and location constraints and provide a holistic and inseparable learning experience in both formats. The result of the evaluation shows that students who took the Life Design course were highly satisfied with the overall course design, topics, and the suitability of a blended learning approach, which motivated them to extend their learning outside the classroom and helped them benefit from a more trusted, personal and hybrid interaction with teachers and their peers both online and offline. On the learning level, students not only learned the correct knowledge of age perspectives, changed their views of career and personal development, and acquired skills for life design, but were also confident and committed to applying what they have learned in their future life. After the course, many students applied and integrated the learning into behavioral changes in their life. In terms of the difficulties and hindrances encountered in action taking, many students mentioned the lack of peers' support and constraints from their busy daily life. Many suggested providing extra support after the course with regular impulse, follow-ups, and individual feedback from teachers and peers in an online learning community. This indicates how educational technology can better support these elements in continuous learning and the transfer of learning. Conclusion Based on these results, we affirm that implementing this Life Design course with a blended learning approach is indeed better than a fully physical course. However, the focus of a blended learning approach should be on learners from a pedagogical perspective rather than technology.
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Affiliation(s)
- Hui-Chuan Wei
- Department of Adult and Continuing Education, Aging and Education Research Center, Center for Innovative Research On Aging Society, National Chung Cheng University, 168, University Road, Ming Hsiung, Chia-Yi, 621 Taiwan
| | - Yi-Hsuan Lin
- Adult Education, Department of Adult and Continuing Education, National Chung Cheng University, Chia-Yi, Taiwan
| | - Li-Hsien Chang
- Adult Education and Lifelong Learning, Institute of Educational Sciences, Humboldt University of Berlin, Berlin, Germany
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Cunningham FC, Murphy MG, Ward G, Fagan R, Arley B, Hornby-Turner YC, d'Abbs PH. Impact of an Aboriginal and Torres Strait Islander brief intervention training program on health staff participants' own health behaviours: smoking, nutrition and physical activity. Health Promot J Austr 2022; 33 Suppl 1:235-245. [PMID: 35661321 DOI: 10.1002/hpja.628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 05/31/2022] [Accepted: 05/31/2022] [Indexed: 11/08/2022] Open
Abstract
ISSUE Little research has been conducted on the impact of Aboriginal and Torres Strait Islander brief intervention training programs on health staff participants' own health behaviours. Through the Queensland B.strong program (2017-2020), brief intervention training in smoking cessation, nutrition and physical activity was provided to the Aboriginal and Torres Strait Islander health workforce and other health and community professionals. This study examined the program's impact on participants' own health behaviours. METHODS Data were collected through four surveys (pre-and post-training workshop, and 3-month and 6-month follow-up) of the 1,131 participants in B.strong training workshops from June 2017 to August 2019. Surveys included items on participants' own health behaviours. Pre- and post-workshop surveys were paper-based, and follow-up surveys were completed online. For the analysis of data reported in this paper, paired-samples t-tests were used to assess changes between pre-workshop and 3-month follow-up. RESULTS Statistically significant improvements were found between pre-workshop and 3-month follow-up in the number of serves of vegetables or legumes/beans eaten per day, the number of serves of fruit eaten per day, and in time spent in physical activity. However, there was: no statistically significant change in smoking status, with baseline rates being relatively low; a statistically significant increase in consumption of sugary drinks, and of take-away foods; a non-significant increase in consumption of snack foods; and no significant change in sedentary behaviour of participants. CONCLUSION While some positive changes in participants' own health behaviours in nutrition and physical activity were associated with the B.strong program, there was no change in their smoking behaviour. SO WHAT This study found that some improvements in participants' own health behaviours were associated with the B.strong program. This research may inform future Indigenous brief intervention training programs and health services on how to promote healthy behaviours for health staff themselves.
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Affiliation(s)
- Frances C Cunningham
- Menzies School of Health Research, John Mathews Building (Building 58), Royal Darwin Hospital Campus, Rocklands Drive, Casuarina NT, Australia
| | - Majella G Murphy
- Molly Wardaguga Research Centre, Charles Darwin University, Level 11, East Tower, 410 Ann St., Brisbane City Qld, Australia
| | - Grace Ward
- Diabetes Australia Queensland, 29 Finchley St., Milton Qld 4064, Australia
| | - Royden Fagan
- Menzies School of Health Research, John Mathews Building (Building 58), Royal Darwin Hospital Campus, Rocklands Drive, Casuarina NT, Australia
| | - Brian Arley
- Menzies School of Health Research, John Mathews Building (Building 58), Royal Darwin Hospital Campus, Rocklands Drive, Casuarina NT, Australia
| | - Yvonne C Hornby-Turner
- College of Medicine and Dentistry, James Cook University, Cairns Qld Australia, Room 003A, E Block, Health and Sciences Building, Nguma-Bada Campus, James Cook University, McGregor Rd., Smithfield Qld, Australia
| | - Peter H d'Abbs
- Menzies School of Health Research, John Mathews Building (Building 58), Royal Darwin Hospital Campus, Rocklands Drive, Casuarina NT, Australia
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