Preparation for the Integration of Tobacco Use Treatment into Health Care involves a comprehensive, multi-modal curriculum.
Optimal learning occurs when information is exchanged and reinforced through multiple instances of practical experience. Students challenged to solve problems using different forms of interactive learning (i.e. intrapersonal, interpersonal, and organizational interactions) acquire skills more efficiently than those exposed only to didactic lectures. This presents a series of significant challenges when attempting to train an audience of established health care professionals.
Preparing for the Integration of Tobacco Use Treatment into Health Care is designed to expose students to a concentrated multi-modal experience in tobacco use treatment during the in-person learning sessions, supplemented by creative problem-based learning activities completed on the student’s own time. The course’s comprehensive curriculum includes integrated:
- Didactic lectures – including slide presentations, video clip analysis, audience feedback system, and durable teaching materials (medication samples, assessment instruments, biochemical confirmation tools, etc).
- Clinic time – during which students will be required to interact with real patients to accomplish specific clinical tasks, relevant to common clinical situations. Assessment and feedback is performed using a modified version of the University of Rochester Risk Factor Interview Scale (URRFIS), specific to tobacco treatment skills.
- A debriefing session – during which students will report back to the group and discuss the lessons learned during Clinic Time.
- Written case summary – an activity designed to challenge students to consolidate and organize their thinking using concise written reports, suitable for inclusion in the medical record.
- Discussion (Q&A) – uses the Socratic method to reinforce the day’s learning points within a problem-based learning context. Students perform real-time literature searches in the classroom to solve clinical problems.
- Journal club – registrants receive pre-course materials that include several research reports, guidelines, review articles, or other scholarly documents relevant to the seminar topic. The Journal Club session challenges students to articulate the relevance of the material to their clinical practice, critique the methods used to reach the report’s conclusions, and identify lines of further inquiry to be pursued on their own time.
- Clinical integration activity – a unique take home activity that challenges students to bring together information from multiple sources in pursuit of clinical problem solving and evidence-based decision making.
- Review of learning points – reinforces the day’s material by re-articulating the lessons learned AFTER all the material has been presented.
Contact us at Pennstop@gmail.com for more information or click here for registration information for the upcoming training seminars.