scholarly journals Simulated Randomized Controlled Trial to Learn Critical Appraisal (SiRCA): A Randomized Controlled Study of Effectiveness Among Undergraduate Medical Students

Cureus ◽  
2021 ◽  
Author(s):  
Aneesh Basheer ◽  
Nayyar Iqbal ◽  
Stalin Prabakaran ◽  
Manjula Simiyon ◽  
Velavan Anandan
Keyword(s):  
Randomized Controlled Trial ◽  
Medical Students ◽  
Critical Appraisal ◽  
Controlled Trial ◽  
Randomized Controlled Study ◽  
Controlled Study ◽  
Undergraduate Medical Students ◽  
Randomized Controlled

scholarly journals Effectiveness of a Comprehensive Health Literacy Consultation Skills Training for Undergraduate Medical Students: A Randomized Controlled Trial

2019 ◽  
Vol 17 (1) ◽  
pp. 81 ◽  
Author(s):  
Marise S. Kaper ◽  
Sijmen A. Reijneveld ◽  
Frank D. van Es ◽  
Janine de Zeeuw ◽  
Josué Almansa ◽  
...  
Keyword(s):  
Decision Making ◽  
Randomized Controlled Trial ◽  
Health Literacy ◽  
Medical Students ◽  
Controlled Trial ◽  
Self Management ◽  
Training Intervention ◽  
Shared Decision ◽  
Undergraduate Medical Students ◽  
Randomized Controlled

Comprehensible communication by itself is not sufficient to overcome health literacy related problems. Future doctors need a larger scope of capacities in order to strengthen a patient’s autonomy, participation, and self-management abilities. To date, such comprehensive training-interventions are rarely embedded in curricula, nor systematically evaluated. We assessed whether comprehensive training increased these health literacy competencies, in a randomized controlled trial (RCT), with a waiting list condition. Participants were international undergraduate medical students of a Dutch medical faculty (intervention: 39; control: 40). The 11-h-training-intervention encompassed a health literacy lecture and five interactive small-group sessions to practise gathering information and providing comprehensible information, shared decision-making, and enabling of self-management using role-play and videotaped conversations. We assessed self-reported competencies (knowledge and awareness of health literacy, attitude, self-efficacy, and ability to use patient-centred communication techniques) at baseline, after a five and ten-week follow-up. We compared students’ competencies using multi-level analysis, adjusted for baseline. As validation, we evaluated demonstrated skills in videotaped consultations for a subsample. The group of students who received the training intervention reported significantly greater health literacy competencies, which persisted up to five weeks afterwards. Increase was greatest for providing comprehensible information (B: 1.50; 95% confidence interval, CI 1.15 to 1.84), shared decision-making (B: 1.08; 95% CI 0.60 to 1.55), and self-management (B: 1.21; 95% CI 0.61 to 1.80). Effects regarding demonstrated skills confirmed self-rated competency improvement. This training enhanced a larger scope of health literacy competences and was well received by medical students. Implementation and further evaluation of this training in education and clinical practice can support sustainable health literacy capacity building of future doctors and contribute to better patient empowerment and outcomes of consultations.

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