E-learning course improves knowledge in tobacco dependence, electronic nicotine delivery systems and heat-not-burn products in Medical School students.

Autor:	Milella MS; Department of Physiology and Pharmacology 'V. Erspamer', 'Sapienza' University of Rome, Rome, Italy.; Poison Control Center Unit, Department of Emergency, Anaesthesia and Critical Care, Policlinico Umberto I Hospital-Sapienza, University of Rome, Rome, Italy., Sansone A; Chair of Endocrinology and Medical Sexology (ENDOSEX), Department of Systems Medicine, University of Rome Tor Vergata, Rome, Italy., Basili S; Department of Translational and Precision Medicine, 'Sapienza' University of Rome, Policlinico Umberto I, Rome, Italy., Battaglia G; Department of Physiology and Pharmacology 'V. Erspamer', 'Sapienza' University of Rome, Rome, Italy.; I.R.C.C.S. Neuromed, Pozzilli (IS), Italy., La Torre G; Department of Public Health and Infectious Diseases, Sapienza University of Rome, Ital., Ferketich AK; Division of Epidemiology, The Ohio State University College of Public Health, Columbus, OH 43210 USA, Ohio, USA., Grassi MC; Department of Physiology and Pharmacology 'V. Erspamer', 'Sapienza' University of Rome, Rome, Italy.
Jazyk:	angličtina
Zdroj:	La Clinica terapeutica [Clin Ter] 2021 Sep 29; Vol. 172 (5), pp. 427-434.
DOI:	10.7417/CT.2021.2353
Abstrakt:	Background: Adequate training in tobacco, nicotine dependence and treatment is lacking in Medical School education. With the rise in popularity of electronic alternatives to cigarettes, future physicians should also be provided with the more recent scientific evidence on these products during their undergraduate studies. We introduced an e-learning course for Medical School students and assessed its effec-tiveness of increasing knowledge on these topics. Methods: We developed 16 didactic modules divided in 3 courses: tobacco dependence (TDI), treating tobacco dependence (TDII) and electronic products and tobacco control (TDIII). The course was offered to 4th, 5th, and 6th year Medical School students in Italy. To assess learning outcomes, we examined the pre- to post- changes in knowledge scores associated with each course. Paired and independent samples t-tests were performed overall, and among smokers and non-smokers separately. Results: A total of 1318 students completed at least one of the courses; 21% were self-reported smokers. A significant increase in knowledge was observed at the end of TDI (pre-course: 52.1±15.9, post-course: 79.9±13.5, p<0.001), TDII (pre-course: 52.5±13.0, post-course: 66.5±12.0, p<0.001) and TDIII (pre-course: 52.2±15.3, post-course: 76.1±17.7, p<0.001). Smokers showed significantly lower improvements compared to non-smokers. Conclusions: The e-learning course was effective in increasing knowledge about tobacco dependence, treatments, and electronic ni-cotine products in advanced medical students. Given the fundamental role for healthcare practitioners in encouraging and assisting people in quitting smoking, e-learning may be a useful tool in providing up-to-date and standardized training in the area during Medical School.
Databáze:	MEDLINE
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