JMIR Publications

ABSTRACT

Background:

Preventing and/or reducing risky alcohol use and its side effects remains a public health priority. Discussing alcohol use with patients can be difficult for both parties; dedicated training for healthcare providers is needed to facilitate these conversations and promote open communication. A web-based alcohol screening and brief intervention (aSBI) didactic and skills application training was designed for physician assistant (PA) students. The development process exposed a crucial need for the implementation of online aSBI trainings to be customizable in order to suit diverse curricula attuned to the needs of the students, their organizations, and faculty.

Objective:

This report details experiences in developing an aSBI training curriculum and coordinating virtual encounters with standardized patients. It also explores challenges faced with developing an aSBI training and a web-based learning management site to fit the needs of five different PA programs.

Methods:

Training development consisted of three phases – pre-course, development, and implementation. The pre-course phase included collating resources, developing the initial training curriculum, building a website, and testing with a pilot group. The development phase refined the initial training curriculum based upon user feedback and moved into a three-component module: didactic, guided interactive role play and live encounter with a standardized patient. A Learning Management System website was also developed. In the implementation phase, five physician assistant schools incorporated the web-based training into their curricula. Each school modified the implementation method to suit their organizational environment.

Results:

The most productive form of implementation for this training included a primer on the importance of screening, individual participation in the online didactic aSBI modules, and virtual encounters with standardized patients (SP) at a university-based simulation center. Successful implementation also included program investment and curriculum planning. Implementation barriers involved technical challenges with SP encounters and simulation center logistics, managing web developers, and varying PA school characteristics.

Conclusions:

Development and implementation of an online educational module to educate healthcare professionals on aSBI is effective, easy to reproduce, and readily accessible. Identifying challenges that affect development, implementation, and possibly utilization of learned techniques in practice enhances facilitation of learning and training efficacy. As the value of technology-based learning becomes more apparent, reports detailing what has worked versus what has not worked may guide the process.