Counseling Self-efficacy Research Articles

Relationship between sources of counseling self-efficacy and counseling self-efficacy among Malaysian school counselors

School counselors’ role in the formation and transformation of the Malaysian education system is indispensable. This study employs the Social Cognitive Theory to examine the relationship between the sources of counseling self-efficacy and the Malaysian school counselors’ counseling self-efficacy. The Sources of Counseling Self-Efficacy questionnaire and the Counseling Self-Estimate Inventory were used on 541 school counselors nationwide, as the respondents. The result reveals mastery experience has the strongest relationship with counseling self-efficacy. Recommendations on how to strengthen self-efficacy are proposed.

A Methodological Review of Confidence Measurement Scales for Dietitians Working with Individuals

Confidence is frequently used to assess practitioner effectiveness, and its evaluation requires valid and reliable domain-specific tools. However, the quality of existing measures is unknown. This review identifies studies measuring dietitians’ confidence in working with individuals; assesses psychometric (measurement) qualities of relevant tools; and identifies areas for future research. Seven electronic databases, the internet, and reference lists were searched to identify the development or use of relevant confidence measurement scales. A quality assessment of psychometric properties was conducted using guidelines developed by Terwee and colleagues. Of the 15 measures reviewed, 4 were subject to factor analysis. Overall, content validity was strong. However, many measures rated poorly due to lack of factor analysis, inadequate sampling, or poor reporting. Of the dietetics-specific instruments, the Dietetic Confidence Scale and Nutrition Counselling Self-Efficacy Scale received the best ratings. The General Self-Efficacy Subscale also rated highly due to validation with the general population. This article highlights the need for dietitians to incorporate evidence-based methods into practice evaluation and instrument development. Dietitians need an awareness of the terminology and key criteria used to evaluate instrument quality to effectively collaborate with statisticians and scale development experts, and critically evaluate the quality of existing measures. Future scale development and reporting must incorporate psychometric evaluation, such as factor analysis, which should be used to explore and/or confirm scale dimensionality. There is broad scope for future methodological research with existing and new measures for nutrition and dietetics practitioners.

The Training Effects of Solution-Focused Brief Counseling on Telephone-Counseling Volunteers in Taiwan

ABSTRACTThis study investigates the effects of a solution-focused brief counseling training program on telephone-counseling volunteers in Taiwan, with an emphasis on promoting their counseling self-efficacy. There were 14 hotline volunteers recruited from Taipei Lifeline, they received 24 hours of solution-focused brief counseling training over 3 days. All participants were required to fill in an open-ended course feedback form after the solution-focused brief counseling training program and 1 month later. We used open coding to analyze the verbal data from the course-feedback forms. There were 6 features contributing to the effect of this solution-focused brief counseling training program that were found: helpful solution-focused brief counseling skills, the usefulness of solution-focused brief counseling’s stages, the establishment of basic knowledge of solution-focused brief counseling, enhancing the confidence and stability of telephone-counseling volunteers, the positive influence on volunteers’ personal life, and effective ways to learn and master solution-focused brief counseling. Using the research results, this study discusses solution-focused brief counseling training as it relates to telephone-counseling volunteers and suggests further research directions in relevant fields.

Experiences of Parish Nurses in Providing Diabetes Education and Preconception Counseling to Women With Diabetes

ObjectiveTo explore the role and experiences of the parish nurse in providing diabetes education and preconception counseling to women with diabetes. DesignMixed-methods concurrent embedded design. SettingFocus groups of community-based parish nurses accessed from a regional database (Pennsylvania, Florida, Ohio, New York, Arizona, and Minnesota). ParticipantsForty-eight parish nurses recruited from the Parish Nurse and Health Ministry Program database in Western Pennsylvania. MethodsThe primary method was focus groups using face-to-face, teleconference, and videoconferencing formats. A secondary method used a quantitative descriptive design with three self-report measures (demographic, preconception counseling self-efficacy, and preconception counseling knowledge). Qualitative content analysis techniques were conducted and combined with descriptive analysis. ResultsForty-eight parish nurses participated in 1 of 11 focus groups. Eight qualitative themes emerged: Awareness, Experience, Formal Training, Usefulness, Willingness, Confidence, “Wise Women,” and Preconception Counseling Tool for Patients. Participants provided recommendations for training and resources to increase their knowledge and skills. Parish nurses' knowledge scores were low (mean = 66%, range = 40%–100%) with only moderate levels of self-efficacy (mean = 99, range = 27–164). Self-efficacy had a significantly positive association with knowledge (r = .29, p = .05). ConclusionQuantitative results were consistent with participants' qualitative statements. Parish nurses were unaware of preconception counseling and lacked knowledge and teaching self-efficacy as it related to preconception counseling and diabetes education. Understanding parish nurses' experiences with women with diabetes and identifying their needs to provide education and preconception counseling will help tailor training interventions that could affect maternal and fetal outcomes.

Anxiety and depression symptoms among women attending group-based patient education courses for hereditary breast and ovarian cancer

BackgroundWomen carrying BRCA-mutations are facing significant challenges, including decision making regarding surveillance and risk-reducing surgery. They often report that they are left alone with these important decisions. In order to enhance the genetic counselling session we organized a group-based patient education (GPE) course for women with BRCA-mutations. The study aims were to characterize women attending a group-based patient education (GPE) course for hereditary breast and ovarian cancer, consider the usefulness of the course, evaluate symptoms of anxiety and depression among the participants, and finally investigate whether their levels of anxiety and depression changed from before to after the course session.MethodsA prospective study was conducted. Two weeks before (T1) and 2 weeks after (T2) attending the GPE-course the participants received questionnaires by mail. We collected information on demographic- and medical variables, anxiety and depression using Hospital Anxiety and Depression Scale (HADS), self-efficacy using The Bergen Genetic Counseling Self-Efficacy scale (BGCSES) and coping style using the Threatening Medical Situations Inventory (TMSI). A total of N = 100 (77% response rate) women participated at baseline and 75 (58% response rate) also completed post-course assessment.ResultsThe mean level of anxiety symptoms was elevated among participants but decreased significantly during follow-up. Lower anxiety symptom levels were associated with “longer time since disclosure of gene test result”, “higher levels of self-efficacy” and having experienced “loss of a close relative due to breast or ovarian cancer”. Lower depression symptom levels were associated with “higher levels of education” and “loss of a close relative due to breast or ovarian cancer”.ConclusionThe women in this study seemed to benefit from the GPE course. Women newly diagnosed with a BRCA mutation who reported lower levels of self-efficacy and lower levels of education were more vulnerable. These women need special attention.

Medical students' perceived educational needs to prevent and treat childhood obesity.

Medical schools are challenged to incorporate more prevention-based education into curricula, offering an opportunity to revisit approaches to nutrition education. The objective of this study was to explore United States (US) medical students' understanding of childhood obesity, specifically barriers to childhood obesity prevention and treatment and students' perceived educational deficits. The research team conducted phone interviews with 78 3rd- and 4th-year medical students, representing 25 different medical schools across the US. Using a semi-structured interview guide, researchers asked students to describe the etiology of childhood obesity and reflect on where they acquired knowledge of the etiology and what additional resources they would need to treat obese children. Using a phenomenological approach to analysis, researchers identified five dominant emergent themes. Student-perceived barriers to childhood obesity prevention and treatment in clinical care included student-centered (e.g., lack of knowledge), patient-centered (e.g., lack of access), and healthcare system-centered barriers (e.g., limited time). Students requested more applicable nutrition information and counseling skills relevant to preventing and treating childhood obesity; however, they tended to identify others (e.g., parents, schools), rather than themselves, when asked to describe how childhood obesity should be prevented or treated. To provide students with an understanding of their role in preventing and treating childhood obesity, US medical schools need to provide students with childhood obesity-specific and general nutrition education. To build their self-efficacy in nutrition counseling, schools can use a combination of observation and practice led by skilled physicians and other healthcare providers. Increasing students' self-efficacy through training may help them overcome perceived barriers to childhood obesity prevention and treatment.

Increasing Students’ Empathy and Counseling Self-Efficacy Through a Mindfulness Experiential Small Group

This study used the Solomon 4-group design to examine the relationship between a mindfulness experiential small group (MESG) and mindfulness skills, empathy, counseling self-efficacy, and perceived stress for counselors in training (CITs). Understanding how the MESG affects these characteristics provides essential information to inform the development of targeted interventions and programs in counselor education. Twenty-two 1st-semester 1st-year CITs participated and were randomly assigned to one of 4 groups. The findings suggest the MESG may influence the capacity for students to stay present and empathize with a client with higher counseling self-efficacy.

Examining the Practicum Experience to Increase Counseling Students’ Self-Efficacy

Master's level counseling programs accredited by the Council for Accreditation of Counseling and Related Education Programs (CACREP, 2016) require students to complete practicum and internship courses that involve group and individual or triadic supervision. Although clinical supervision provides students with effective skill development (Bernard & Goodyear, 2004), counseling students may begin practicum with low self-efficacy regarding their counseling abilities and skills. Given the importance of clinical supervision and counselor self-efficacy, it is surprising that there are limited studies that have examined the impact of supervision and practicum experience from the perspectives of supervisees. Almost all studies within this domain are qualitative and involve personal interviews with supervisees or supervisors (e.g., Hein & Lawson, 2008). In order to fill a gap in the literature and document the impact of the practicum experience, this study examined the effectiveness of the practicum experience encompassing direct counseling services, group supervision and triadic supervision to increase counseling students' self-efficacy. First, we provide a literature review regarding group supervision, triadic supervision and counselor self-efficacy. Next, we present findings from a study with 11 counseling practicum students. Finally, we provide a discussion regarding the importance of these findings as well as implications for counseling practice and research.Supervision in Counselor Education CourseworkCACREP requires an average of one and a half hours of weekly group supervision in practicum courses that involves an instructor with up to six counseling graduate students (Degges-White, Colon, & Borzumato-Gainey, 2012). Borders et al. (2012) identified that group supervisors use leadership skills, facilitate and monitor peer feedback, and encourage supervisees to take ownership of group process in group supervision. Borders and colleagues (2012) identified several benefits in group supervision, including exposure to multiple counselor styles and ability to learn about various educational issues. There also were challenges such as limited helpful feedback, brevity of case presentations, timing of group meetings and lack of educational opportunities. In another study, Conn, Roberts, and Powell (2009) compared hybrid and face-to-face supervision among school counseling interns. There were similarities in perceptions of quality of supervision, suggesting that distance learning can provide effective group supervision. CACREP counseling programs also require students to receive one hour of weekly supervision from a faculty member or doctoral student supervisor. Triadic is one form of supervision that involves a process whereby one supervisor meets and provides feedback with two supervisees (Hein & Lawson, 2008). Hein and Lawson (2008) explored supervisors' perspectives on triadic supervision and found increased demands on the role of the supervisor. For example, supervisors felt additional pressure to support both supervisees in supervision. Additionally, Lawson, Hein, and Stuart (2009) investigated supervisees' perspectives of triadic supervision. Noteworthy findings included: some students perceived less time and attention to their needs; importance of compatibility between supervisees; and careful attention must be given when communicating feedback, particularly if negative feedback must be given.Finally, Borders et al. (2012) explored supervisors' and supervisees' perceptions of individual, triadic and group supervision. Benefits included vicarious learning experiences, peer-learning opportunities, and better supervisor feedback, while challenges included peer mismatch and difficulty keeping both supervisees involved.Counselor Self-EfficacyOne of the most important outcome variables in counseling is self-efficacy. Bandura (1986) defined self-efficacy as individuals' confidence in their ability to perform courses of action or achieve a desired outcome. …

Changes in Physical Therapist Students’ Self-Efficacy for Physical Activity Counseling Following a Motivational Interviewing Learning Module

BACKGROUND AND PURPOSEThe lifestyle choices and personal health behaviors of many adults in the United States are contributing to increasing levels of chronic disease and disability.1 There is an urgent need for clinicians across health disciplines to assess the health-related behaviors of their patients and provide support and guidance to help their patients adopt healthier behaviors.2 Physical therapists (PTs) have both the knowledge and the opportunity to promote health and well-being by incorporating lifestyle modification interventions into their treatment programs.3 The American Physical Therapy Association (APTA) strongly supports a role for PTs in prevention, wellness, fitness, and health promotion.4 At the Second Physical Therapy Summit on Global Health, there was international consensus on the need for PTs to evaluate and address the following with their patients: smoking, nutrition, weight control, physical activity/ exercise, sleep, hygiene, stress, and alcohol and other substance abuse.5 Although studies have shown that PTs can effectively counsel patients in behavior change,6 many PTs do not discuss health behaviors with their patients.7,8 In a study of PTs in California, New York, and Tennessee, Rea et al found that only 54% of PTs discussed physical activity with their patients, 19% discussed nutrition and overweight issues, and 17% discussed smoking cessation.8 Rea et al further found that confidence in their counseling skills was the best predictor of whether a PT engaged in discussions about health behaviors with their patients.8 This finding is consistent with Social Cognitive Theory, which suggests that individuals are more likely to engage in a behavior if they have self-efficacy, a belief that they have the ability to successfully engage in that behavior.9Motivational interviewingMotivational interviewing (MI) is a patientcentered counseling technique first introduced by Miller in 1983 to help individuals change their behavior related to excessive alcohol consumption.10 The technique has since been found to be effective in helping individuals change many health-related behaviors, including drug abuse, diet, smoking, exercise, and weight loss.10 The Transtheoretical Model of behavior change, which describes the stages an individual passes through when changing a behavior, is a key theory underlying the MI counseling approach.11 The spirit of MI is collaborative and honors the patient's autonomy, and the counselor is nonjudgmental and nondirective.11 The 4 guiding principles include listening to the patient, understanding the patient's motivation and values, resisting the righting reflex or the urge to tell the patient what to do, and empowering the patient. During an MI session, the counselor helps the individual examine their personal values and ambivalence about behavior change and supports their self-efficacy and internal motivation for change.11Training in MIMI has been taught to health professionals across diverse fields of clinical practice including medicine, pharmacy, dentistry, social work, and nursing.12-20 Effective training programs have incorporated a variety of methods including lecture, discussion sessions, videos, role-playing, and practice with real or standardized patients.12,15-21 The duration of MI training sessions have ranged from 2 hours19,21 to 48 hours.15 Although there is support for using a multimodal approach to teaching MI, there does not appear to be consensus regarding the optimal length of training.22The purpose of this case report was to determine if a 4-hour MI multimodal learning module increased PT students' self-efficacy for counseling patients to increase their level of physical activity.CASE DESCRIPTIONMethodsThis learning module was conducted in the fall of 2013 with PT students entering their third year of study in an entry-level doctor of physical therapy educational program. A 1-group pretest-posttest design was employed using a convenience sample. …

An Investigation of School Counselor Self-Efficacy with English Language Learners

This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy. Statistically significant and practical differences in self-efficacy were apparent by race, U.S. region, size of English language learner population, and counselor training. This article presents implications for training and practice and recommendations for future research studies.

Factors Contributing to Job Satisfaction among School Counselors

Emerging from the Social Cognitive Theory by Bandura, this study of 541 Malaysia school counselors examined the effect of sources of counseling self-efficacy on counselors’ job satisfaction in counseling settings. Based on the Structural Equation Model, the study explored the strength of efficacy information and its effect on counseling self-efficacy and job satisfaction. Sources of Counseling Self-Efficacy Scale was adopted and modified and significant result was found between sources of counseling self-efficacy and job satisfaction. Counseling self-efficacy significantly mediated the sources of counseling self-efficacy and job satisfaction. Future recommendations, suggestions to strengthen self-efficacy and limitations were discussed.

Managing hindering self-focused attention in counseling sessions

Objective:This study examined the moderation effects of management strategies on the association between hindering self-focused attention and counseling self-efficacy. Method: Participants were 160 counselor trainees. A hierarchical regression was used to analyze the data, and a simple effect analysis was used to explore the nature of the interaction. Results: Results indicated that, for trainees who used more basic counseling techniques, counseling self-efficacy remained the same no matter their hindering self-focused attention experiences. However, for those who used less basic counseling techniques, their counseling self-efficacy dropped when they had more experiences of hindering self-focused attention. Similarly, for trainees who used more self-awareness to understand clients, these trainees reported a similar level of counseling self-efficacy no matter their hindering self-focused attention experiences. Conversely, for those who used less self-awareness as a tool to understand their clients during their sessions, their counseling self-efficacy decreased when they had more experiences of hindering self-focused attention. Conclusion: This is the first study that extends the literature on direct, linear relationships between hindering self-focused attention and counseling self-efficacy. Results suggested two strategies (i.e., use of basic counseling techniques and use of self-awareness to understand clients) significantly moderate the above association.

Do Courses Taken from Psychological Counseling Departments Affect the Trainee Counselor's Self-efficacy?

The aim of the study is determine the level of psychological counseling self-efficacy of 1st and 4th year psychological counseling undergraduate students. In this study descriptive research method was used. In order to gathering data Psychological consultancy Self-Efficacy Scale which is developed by Lent et al. was used. According to findings it can be said that both 1st and 4th year consultant candidates have “some” confidence in their psychological consultancy self-efficacy levels and statistically there is no significant differences between 1st year and 4th year students self-efficacy levels. It can be suggest that they need more practice during their education.

Primary Care Residents' Knowledge, Attitudes, Self-Efficacy, and Perceived Professional Norms Regarding Obesity, Nutrition, and Physical Activity Counseling.

Obesity and being overweight are both significant risk factors for multiple chronic conditions. Primary care physicians are in a position to provide health behavior counseling to the majority of US adults, yet most report insufficient training to deliver effective counseling for obesity. To assess the degree to which residents training in adult primary care programs are prepared to provide obesity, nutrition, and physical activity (ONPA) counseling. Senior residents (postgraduate year [PGY]-3 and PGY-4) from 25 Ohio family medicine, internal medicine, and obstetrics and gynecology programs were surveyed regarding their knowledge about obesity risks and effective counseling, as well as their attitudes, self-efficacy, and perceived professional norms toward ONPA counseling. We examined summary scores, and used regression analyses to assess associations with resident demographics and training program characteristics. A total of 219 residents participated (62% response rate). Mean ONPA counseling knowledge score was 50.8 (± 15.6) on a 0 to 100 scale. Specialty was associated with counseling self-efficacy (P < .001) and perceived norms (P = .002). Residents who reported having engaged in an elective rotation emphasizing ONPA counseling had significantly higher self-efficacy and more positive attitudes and professional norms scores. Our findings suggest that primary care residents' knowledge of ONPA assessment and management strategies has room for improvement. Attitudes, self-efficacy, and perceived norms also are low and vary by training program characteristics. A deeper understanding of curricula associated with improved performance in these domains could inform interventions to enhance residents' ONPA counseling skills and prevent chronic disease.

Perceived Autonomy Support Moderates the Relations between Counseling Self-Efficacy and Flow among Filipino Counselors

Contemporary literature has emphasized the vital role of supervision in the professional growth of counselors and therapists. Even some counselor developmental models argued that improvement in counselor autonomy, motivation, and self-efficacy is highly contingent upon counseling supervision, especially in Western settings. Yet, there is marked scarcity of studies examining the antecedents of flow in non-Western contexts. As such, the central aim of the current study was to assess the moderating effects of perceived autonomy support from supervisors on the relations between counseling self-efficacy (CSE) and state flow among Filipino counselors. A sample of 131 Filipino counselors in Metro Manila participated in the research through answering questionnaires that measured the aforementioned constructs. The findings of correlational analyses have shown that counseling self-efficacy and perceived autonomy support are positively associated with state flow. The results of path analysis revealed a significant moderation effect. This suggests that for Filipino counselors who had greater perceptions that their supervisors provide autonomy in their counseling practice (perceived autonomy support), having lower perceived capabilities in performing counseling duties may lead to higher immersion and enjoyment in counseling activities, while for those who have low perceived autonomy support, having higher levels of counseling self-efficacy will lead to lower flow. Implications of these findings in theory and practice are elucidated.

Self-efficacy in Counseling: The Role of Organizational Psychological Capital, Job Satisfaction, and Burnout

In this study, the factor affecting the level of self-efficacy in psychological consultation was investigated. Variables of gender, age, and vocational seniority, the type of institution they are working in, and the departments from which psychological counselors graduated working in the province of Gaziantep are taken into consideration and the role of organizational psychological capital, job satisfaction, burnout and self-efficacy level regarding psychological consultation are aimed to be shown. The data obtained show that there are significant differences among the test points in terms of their gender, age, vocational seniority and graduated departments but there are not significant statistical results in terms of the type of school they are working in.

Impact of smoking cessation training for community pharmacists in Indonesia.

Community pharmacists play an important role in tobacco control and adequate training on smoking cessation is essential. A quasi-experimental pre-test/post-test design was used. A one-day workshop on smoking cessation organized by Indonesian Pharmacists Association as part of PCE program was offered to 133 community pharmacists. The workshop consisted of a 3-hour lecture and a 3-hour role-play session. Pre-training and post-training surveys assessed the impact of training on parameters including knowledge, perceived role and self-efficacy with respect to smoking cessation counseling practices. Intention and ability to perform counseling using the 5A framework was assessed after training only. After PCE, knowledge score significantly increased from 24.9±2.58 to 35.7±3.54 (p<0.001). Perceived role and self-efficacy in smoking cessation counseling also significantly increased from 25.8±2.73 to 28.7±2.24, and 27.6±4.44 to 32.6±3.63, respectively (p<0.001). After the workshop, most participants were willing to ask, advise, and assess patients who ready to quit, but were still less likely to assist in quitting plans and arranging follow up counseling. More than 75% pharmacists were able to perform cessation counseling and 65% of them can completely perform a 5A brief intervention. PCE can enhance pharmacists' knowledge, perceived role, self-efficacy in cessation counseling practices, and create willingness and ability to perform cessation counseling. Future training is recommended to improve skills in assisting quitting plans and arranging follow up.

Therapist correlates of attitudes toward sexual minority individuals, affirmative counseling self-efficacy, and beliefs about affirmative practice

Objective: The purpose of this study was to examine the influence of training in sexual minority issues, professional identification, and gender on attitudes toward lesbian, gay, and bisexual individuals, affirmative counseling self-efficacy, and beliefs about affirmative practice among mental health practitioners in the USA. Method: We used the Internet to recruit a nationwide sample of 443 heterosexual psychologists (n = 270), clinical social workers (n = 110), and marriage and family therapists (n = 63) residing in the USA. Results: When controlling for years of practice experience and age, results from structural equation modeling analysis showed that training was associated with more affirmative attitudes, higher levels of affirmative counseling self-efficacy, and more positive beliefs. Female therapists reported more affirmative attitudes and higher levels of affirmative counseling self-efficacy than male therapists. Professional identification did not predict any criterion variables, when controlling for years of practice experience and age. Conclusion: Findings suggest that it will be important for educational and training initiatives to consider the effect of gender role socialization on attitudes and affirmative counseling self-efficacy, especially among beginning male therapists.

Development of the Lesbian, Gay, and Bisexual Affirmative Counseling Self-Efficacy Inventory - Short Form (LGB-CSI-SF).

The Lesbian, Gay, and Bisexual Affirmative Counseling Self-Efficacy Inventory - Short Form (LGB-CSI-SF) was developed to facilitate LGB-affirmative counseling training, as well as process and outcome research, by offering a brief psychometrically supported version of the original LGB-CSI measure to researchers and clinicians. Five hundred seventy-five participants (435 licensed mental health professionals and 140 graduate students/trainees) constituted the sample. Confirmatory factor analyses of the 32 items from the original LGB-CSI yielded a new 15-item version of the measure composed of 5 factors (consisting of 3 items each) that assess counselor self-efficacy to perform lesbian, gay, and bisexual (LGB) affirmative counseling behaviors (Application of Knowledge, Advocacy Skills, Self-Awareness, Relationship, and Assessment). The LGB-CSI-SF evidenced high internal consistency and adequate test-retest stability. Convergent validity was supported by correlations between LGB-CSI-SF total scores and Application of Knowledge, Advocacy Skills, Relationship, and Assessment subscales and instruction in LGB issues, as well as personal/professional relations with LGB individuals. More affirmative attitudes toward LGB persons positively related with total scores and Advocacy Skills, Self-Awareness, and Relationship subscales. Discriminant validity was evidenced by an absence of relations between LGB-CSI-SF subscales and a measure of impression management. We found no associations between Advocacy Skills, Assessment, and Relationship subscales and a measure of Self-Deception. Recommendations for implementing the LGB-CSI-SF in future LGB-affirmative counseling self-efficacy based research and training interventions are discussed.

Tobacco counseling experience prior to starting medical school, tobacco treatment self-efficacy and knowledge among first-year medical students in the United States

ObjectiveTo explore students' tobacco dependence counseling experiences prior to medical school and their associations with tobacco counseling self-efficacy, and familiarity with and perceived effectiveness of tobacco dependence treatment among first-year medical students in the United States. MethodIn 2010, 1266 first-year medical students from 10 US medical schools completed a survey reporting their clinical experiences with specific tobacco counseling skills (e.g., 5As) prior to medical school. The survey also included questions on tobacco counseling self-efficacy, perceived physician impact on smokers, and familiarity and effectiveness of tobacco-related treatments. ResultsHalf (50.4%) reported some tobacco counseling experiences prior to medical school (i.e. at least one 5A). Students with prior counseling experiences were more likely to have higher tobacco counseling self-efficacy, and greater familiarity with medication treatment, nicotine replacement treatment, and behavioral counseling for smoking cessation, compared to those with no prior experiences. Perceived physician impact on patient smoking outcomes did not differ by prior tobacco counseling experiences. ConclusionsMany first-year medical students may already be primed to learn tobacco dependence counseling skills. Enhancing early exposure to learning these skills in medical school is likely to be beneficial to the skillset of our future physicians.