Student Confidence Levels Research Articles

Pengaruh Teknik Storytelling Terhadap Peningkatan Self Confidence Siswa Kelas VII-A di SMP Negeri 1 Hiliduho

Someone who has a high self-confidence attitude will easily make decisions and be more assertive in attitude. But on the contrary, if the person who has a low self-confidence attitude, then the person always feels anxious and hesitant if he decides something. The purpose of this study was to determine the effect of storytelling techniques on the self-confidence of grade VII-A students at SMP Negeri 1 Hiliduho. The research design used was a quasy experiment. The research sample was Class VII-A students as the Experimental Class with a total of 24 people and Class VII-C as the Control Class with a total of 26 students. The results of the study: (1) The percentage level of student confidence using storytelling techniques in the Experimental Class was 87.64% with good criteria and the percentage level of student confidence in the Control Class was 53.69% with Less criteria, (2) Based on the results of the hypothesis test on student confidence, Zcalculate value = 1.892 and Ztabel value = 1.645. Because the value of Zcalculate > the value of Ztabel is 1.892 > 1.645, then reject Ho and accept Ha. So that the hypothesis test which reads: "there is an influence of storytelling techniques on the self-confidence of grade VII-A students at SMP Negeri 1 Hiliduho" was accepted at a significant level of 5%

Philosophy of self-learning education implemented in a virtual education system

The virtual education system is a learning environment facilitated by computers, and the Internet is beyond the educational organization. A simulated virtual education system's major challenge is not instructing students and having face-to-face interaction with professors in online learning. There has been a long history of attempting to use computers in classrooms, usually with dismal outcomes. Recent and ongoing research in the field of artificial intelligence (Al) is, however, making a significant impact on educational applications. Here discussing about how to create classrooms where students can take the lead in their own education. Hence, in this paper, the Artificial Intelligence assisted Educational Philosophical Strategies Model (AIEPSM) has been proposed to improve teacher and student interaction and enhance students’ performance in the virtual education system. The proposed AIEPSM method analyzed the student’s virtual learning interaction performance and provided tasks in the assessment process. Artificial intelligence offers a real-time feedback system with reliable learning materials for students to complete assessment tasks. The experimental results show the AIEPSM improve teacher-student interaction, enhance student performance rate to 97.39 %, and reliably increase the student confidence level in virtual education System.

Online Instructional Module Improves Student Ability to Evaluate for Radiographic Small Intestinal Obstruction in Dogs

Radiographic diagnosis of mechanical small intestinal obstruction in dogs is a common and important skill for the small animal practitioner; however, developing skills in this area is challenging. Feedback and practice are both essential to increasing accuracy in interpretation, which can be maximized with focused, self-paced training. We aimed to characterize the efficacy of a self-paced, online module in improving student skill and confidence in interpretation of radiographic small intestinal obstruction in dogs. An instructional module was developed using a series of abdominal radiographs of dogs with and without small intestinal mechanical obstruction; the module allows students to form a diagnosis and then provides feedback on each case. Before and after using the module, 32 veterinary students completed a survey and 20-case abdominal radiograph quiz. This quiz presented 20 abdominal radiograph cases and asked if each radiographic series demonstrated small intestinal mechanical obstruction and the student's confidence level in the diagnosis. Prior to completing the module, average quiz accuracy was 64%; this accuracy increased to 83% after completing the module. Student confidence in their diagnosis also increased post-module completion. On surveys, students had a low initial confidence in their ability to accurately interpret normal versus small intestinal obstruction via abdominal radiographs; confidence improved on the post-module survey. Students made positive comments regarding the module and reviewed it positively as a learning experience. This instructional module appears to be a successful way to teach and reinforce radiographic interpretation skills for small intestinal obstruction in dogs.

Gambaran Tingkat Kepercayaan Diri Mahasiswa Profesi Terhadap Perawatan Gigi Tiruan Cekat

Background: Clinical experience and knowledge are important factors for determining clinician's confidence level in performing dental procedures. The success of fixed partial denture treatment is the accuracy of clinicians. Clinicians will undergo education to gain knowledge and practice skills in the treatment of fixed partial dentures. During education, dental students must feel confident in order to support the success of treatment so this must be based on the right method to avoid failure in the treatment of fixed partial dentures. Objectives: To know the confidence level of dental students when performing fixed partial dentures procedures. Methods: This research is a descriptive observational study with a cross-sectional study design. Results: 53.6% of respondents were included in the confidence category while for the level of knowledge included in the category of knowing 56.6% of respondents. The highly confident category was seen to have the highest scores on questions regarding the interpretation of anamnesis results in patients who want to have fixed partial dentures treatment and on the group of questions knowledge about the success of the fixed denture procedure. Conclusion: KBK19’s dental students are predominantly falls in the category of confidence and knowledgeable regarding fixed partial dentures procedures.

Peran Layanan Bimbingan Kelompok dengan Teknik Role Playing untuk Meningkatkan Konsep Diri Siswa SMAN 1 SEI Kepayang

The topic of this essay is The Role of Group Guidance Services Using Play Techniques to Raise Student Awareness in the Next Academic Year. The aims of this study were to: 1) Understand the benefits of role playing in classroom settings for guidance students at SMAN 1 Sei Kepayang. 2) understand the implementation of group guidance services in order to increase student confidence in SMAN 1 Sei Kepayang. 3) Understand the results and short term plans for group guidance services in order to increase the level of student confidence in SMAN 1 Sei Kepayang. The method I use in this research is a qualitative descriptive methodology using qualitative descriptive research. The author uses data collection techniques through observation, interviews, and document analysis in order to obtain the required information. Data collection, data reduction, data presentation, drawing conclusions, or data verification are examples of data processing techniques. The results of the research are: a) group guidance service planning is carried out by identifying students' self-concept problems, assigning group members, determining the time of service implementation, and completing the administration of group guidance service implementation, b) group guidance service implementation is carried out group guidance related to material about student self-concept , in improving students' self-concept. c) Interviews with students as a result of the implementation of group guidance services in terms of increasing students' perceptions of themselves and providing more information are the results of the project.

Penerapan Teknik Kursi Kosong Untuk Meningkatkan Kepercayaan Diri Siswa MAN 1 Kota Ternate

The purpose of this study was to determine the level of students’ self-confidence and to find out whether there was an effect of using the empty chair technique on increasing self-confidence in students of MAN 1 Ternate. This research used an experimental approach. The design used in this study was a simple experimental design (Posttest Only Control Group Design). The research subjects were 60 students of XI grade in MAN 1 Ternate. Collecting data used questionnaires and observations. Data analysis used descriptive and inferential analysis.The results showed that: (1) The level of self-confidence of students in the experimental group of class XI students of MAN 1 Ternate before being applied the empty chair technique was in the low category, after giving treatment, the level of student confidence increased, namely in the high category. Meanwhile, in the control group, the students' self-confidence at the pretest and posttest were in the low category. (2) There was an influence of students' self-confidence who were given the empty chair technique with students who were not given the empty chair technique. Key Word : Confidence, empty chair technique

Utility of Gynecological Teaching Associates.

Introduction Gynecological teaching associates (GTAs) are trained to teach the pelvic exam using themselves as models, and it has been hypothesized that their use can improve learners' confidence and interpersonal skills. This study aims to gain greater insight into whether the use of GTAs is associated with increased medical students' confidence when performing the pelvic exam during clinical rotations. Methods An email survey was distributed to medical students in two different classes at a single United States Medical Licensing Examination (USMLE)-accredited medical school: one that learned the pelvic exam using GTAs and one that did not. A Fisher's exact test was performed to determine associations between the use of GTAs and confidence in performing the pelvic exam, with a p-value of <0.01. Results Out of the 85 survey participants, 68 had performed a pelvic exam in the clinical setting and thus rated their confidence level. Of the 38 students who learned using a GTA, 66% (p<0.0024) reported a confidence level of four or five (out of five) compared to 50% of the 30 students who were not able to practice using a GTA. There was a statistically significant difference in the confidence levels of students who practiced on GTAs compared to those who did not. Discussion Our findings demonstrated that students who were able to learn the pelvic exam using GTAs reported higher confidence levels when subsequently performing a pelvic exam in a clinical setting. Conclusion Our findings support investment in GTA programming for teaching the pelvic exam in medical school curricula.

Student\'s confidence level in performing root canal treatment and its correlation with encountered errors

This study aims to investigate the confidence level of undergraduate final-year dental students in performing root canal treatment (RCT) and the relationship to the problems encountered during RCT. A validated online questionnaire was distributed to final-year dental students at Universiti Teknologi MARA. The questionnaire utilized both scaled responses and closed-ended questions to gain data regarding students’ confidence levels in performing root canal treatment. : In this study, 93.4% of the students were confident in placing a rubber dam, 90.8% were confident in injecting local anesthesia and root canal irrigation. Procedures that were rated as least confident were access cavities and management of interappointment flare-ups. For the mean rate of self-confidence in performing RCT in the dentition, maxillary anterior teeth (4.24±0.63) ranked highest followed by mandibular premolars (4.11±0.72), whereas the least confidence was in treating maxillary molars (3.38±0.69). Higher scores of self-confidence were in the management of necrotic pulp (4.22±0.65), followed by vital pulp treatments (3.95±0.61). The main mishaps that students encountered were canal blockage (57.9%) and underestimation of length (52.6%). There is no statistically significant correlation between the confidence level and encountered errors. . : The mean overall confidence score of different endodontic procedures was high, which is 80%. Examining the confidence level of students is a crucial part of this study, which can help to enhance the quality of endodontic education in areas that need improvement.

The Effect of Homogeneity Psycho Cognition Strategies on Students' Understanding of Physics Concepts in Static Fluid Topics

Students' difficulties related to the concepts underlying the static fluid phenomenon are still lacking serious attention from physics education researchers. This study aims to increase students' understanding of physical concepts in solving conceptual problems related to static fluid phenomena using the Homogeneity Psycho Cognition (HPC) strategy. The analysis was carried out based on student answers to brief description questions and the level of student confidence in the accuracy of the answers. The results of the study show that the HPC strategy can improve students' understanding of concepts. At the initial meeting the students did not understand well and even indicated they had misconceptions. However, after carrying out the learning process, the results of students' understanding of concepts at each meeting are increasing. The increase in students' understanding of physics concepts with the HPC strategy is higher than the increase in students with teacher-centered or conventional learning. Thus, HPC can be recommended to improve students' understanding of physics

Pengembangan dan Validasi Instrumen Kepercayaan Diri Siswa dalam Merespon

The activity of responding to learning in the classroom is one of the indicators of the success of the learning process. One aspect that is very influential on students' ability to respond during learning is self-confidence. This study aims to develop and validate a student confidence instrument in responding to learning that can be used by counselors / counseling teachers in schools and researchers in the field of counseling. The instrument developed can measure students' level of confidence in responding. This research and development study was conducted in 2015 at SMA Negeri 8 Padang. The aspects of self-confidence measured in the instrument include: believing in themselves in responding, thinking positively in responding, having an internal locus of control in responding, and daring to accept and face the rejection of others in responding based on the theory of Fatimah (2008); Lauster (2012); Goel and Agarwal (2012). The validity test uses product moment correlation with an overall item validity value of 0.441. The reliability test used the Croncbach Alpha formula with a coefficient value of 0.705. The results of this data analysis mean that the self-confidence instrument in responding can be declared valid and reliable. So that the instrument of student confidence in responding to the developed can be used by school counselors / counseling teachers and counseling researchers to be able to measure the level of student confidence in responding to learning in the classroom.

Nursing handoff education: An integrative literature review.

This integrative review aimed to identify nursing students' experiences of handoff practices and the effects of handoff education in the curriculum on nursing student learning outcomes. Appropriate handoff communication skills are essential for nursing students to maintain patient safety and prevent adverse events. A systematic literature search was conducted with keywords related to nursing, student, and handoff in April 2020. Articles should focus on nursing students' handoff education published in English in 2015-2020. Eight articles met the inclusion criteria and were included in this review. Nursing students reported discrepancies in handoff experiences; diverse factors influenced their handoff experiences, such as knowledge, anxiety, confidence, and type of student supervision. Various handoff educations were implemented across studies. Some handoff educations significantly improved nursing students' attitudes toward other disciplinary providers, satisfaction, confidence, quality, and clarity in handoff communication; some did not substantially affect their selected outcomes. This review identified that there are still limited handoff experiences among nursing students and many factors affecting opportunities for their handoff experience. Some handoff education (e.g., structured handoff formats, role-play, simulated scenarios) effectively improved students' communication clarity, confidence levels, and handoff education satisfaction. More handoff education is needed for nursing students to learn safe and quality handoff practices.

The Implementation Of Rewards And Punishments Towards Students Motivation In English Learning

This research uses descriptive qualitative research as a research methodology located at SMP Negeri 3 Pitu Riase. This research was conducted to determine the implementation process of giving rewards and punishments to increase students' learning motivation and to find out the results of the implementation of giving rewards and encouragement to increase students' learning motivation in English subjects. Data collection techniques used are observation, interviews and documentation. While data analysis used data reduction, data presentation and data verification. The data obtained from this study is divided into two, namely data in the form of verbal (words) for example "Good" and nonverbal (actions) for example thumbs up, applause, additional points, advice, reprimand, vocabulary memorization, deductions and pinches. This data was obtained from the treatment and words of the teacher to his students during the learning process. The results of the research from the implementation of reward and punishment to increase students' motivation to learn in English subjects at SMP Negeri 3 Pitu Riase show that: the process of implementing reward and punishment is carried out spontaneously in the classroom and sometimes there is an agreement with students if there are students who violate or Failure to do the work will be punished. Rewards are given in the form of praise, applause, thumbs up and additional points. The punishment is in the form of advice, standing in front of the class and memorizing vocabulary. The results of the implementation of reward and punishment are: (1) The level of student attention to learning increases; (2) The level of student confidence in the ability to do learning tasks; (3) The level of student satisfaction with the learning process that has been carried out; and (4) Determining actions which must be done.

Gambaran tingkat kepercayaan diri mahasiswa profesi dalam melakukan perawatan gigi tiruan lengkap (Laporan Penelitian)

Background: Dentists need to undergo professional education by performing dental care on patients supervised by lecturers. The aim of complete denture treatment is to restore mastication function, aesthetic and phonetic function. In the complete dentures treatment, the dental profession students must feel confident on behalf of the patient’s health and convenience, because if it is not based on the right method, it will cause tissue damage inside and outside the oral cavity. Objectives: To observe the confidence level of dental students at Faculty of Dentistry, Universitas Trisakti in carrying out complete denture treatment. Methods: This research is an observational descriptive study with a cross-sectional study design to describe the confidence level of dental students in carrying out complete denture treatment. Results: Based on the results of the study, respondents were dominated by female respondents, and based on age categories, respondents were dominated at the age of 22 years. The confidence level based on gender, the median value of female students confidence is 58 while for male students is 57.5 Conclusion: The confidence level based on gender characteristics showed that female respondents had a greater score compared to male respondents.

Perceptions on Awareness, Knowledge and Confidence in Providing Information and Management of Snake-related Injuries by Medical Students in Sarawak, Malaysia

The World Health Organization (WHO) has categorised snake-related injuries as a neglected tropical disease which can cause permanent disability, or worse, can lead to death if not treated timely and appropriately. Medical students are exposed to snakebite patients predominantly in their clinical years and depending on the location of their medical postings. This study aimed to determine the perceived awareness, knowledge and confidence level of medical students in providing information and managing snake-related injuries. A quantitative cross-sectional study was designed and the data were collected using a Likert scale questionnaire. The perceived awareness, knowledge and confidence level between pre-clinical and clinical students were tested by an independent sample t-test. A p-value of ≤ .05 was interpreted as statistically significant. Analysis revealed a statistically significant difference of perceived knowledge (p= .009) and perception of confidence level (p= .025) between clinical and pre-clinical students. However, no difference was found in terms of perceived awareness (p&gt; .05). Clinical medical students have a better perception of knowledge and confidence level in providing information and managing snake-related injuries than pre-clinical students. An in-depth study on this topic should be conducted to include all medical students in Malaysia. Steps should be taken to improve the knowledge and confidence level of medical students in managing snake-related injuries in Malaysia.

Target-Oriented Clinical Skill Enhancement (TOCSE) Builds Up Confi dence of Fourth-Year Medical Students During First-Time Patient Encounter: An Effective Bridging Tool After Online Didactic Undergraduate Classes During the COVID-19 Pandemic

Background and Objective: Teaching clinical skills to undergraduate medical students has brought significant challenges during the COVID-19 pandemic. Patient discussion utilized hypothetical cases from history taking to diagnosis and management. Further, everything was delivered online. Target-Oriented Clinical Skill Enhancement (TOCSE) is a teaching and learning tool that integrates the basic medical sciences, such as anatomy, physiology, pathology, microbiology, and pharmacology, at the clinical level. TOCSE has been proven to improve the clinical performance of fourth-year medical students. However, clinical confidence remains an issue, especially for medical students on pure online mode of learning during the pandemic. Therefore, this study was undertaken to determine if TOCSE also facilitates the development of confidence in the clinical performance of 4th-year medical students during the first-time patient encounter after online undergraduate classes. Methods: Eight-item Clinical Performance Confidence Scale survey was performed at three (3) time points of fourth-year medical student’s rotation in the Department of Medicine: (1) prior to the deployment to the outpatient department (Pre-OPD), (2) after the first-time patient encounter without TOCSE workshop (Post-OPD no TOCSE), and (3) after the patient encounter with TOCSE workshop (Post-OPD with TOCSE). Mean and standard deviations were used to summarize the confidence level of the 4th-year medical students, based on the 10-point differential scale being 0 as not confident at all and 10 as very confident. Wilcoxon Signed Rank assessed improvements of confidence level from Pre-OPD to Post-OPD. Effect sizes were also calculated to compare the improvement in the items. All statistical tests were performed in SPSS version 26.0. P-values less than 0.05 indicate a significant increase in the confidence level of 4th-year medical students. Results: There is a significant increase in the clinical confidence of 4th-year medical students from Pre-OPD to Post-OPD no TOCSE (mean ± SD: 6.32 ± 1.02 to 7.06 ± 0.95, p&lt;0.001). Comparing the eight items between Pre-OPD and Post-OPD with no TOCSE, performing a complete physical examination has the most remarkable improvement. Further, there is a significant increase in the clinical confidence of 4th-year medical students from Post-OPD no TOCSE to Post-OPD with TOCSE (mean ± SD: 7.06 ± 0.95 to 7.51 ± 0.89, p&lt;0.001). The performance of a complete history-taking has the most considerable improvement (7.29 + 1.03 to 7.89 + 1.01, p&lt;0.001). Correspondingly, the most significant increase in the clinical confidence of 4th-year medical students was seen among the Post-OPD with TOCSE compared to their Pre- OPD confidence scores (mean ± SD: 6.32 ± 1.02 to 7.51 ± 0.89, p&lt;0.001). Among the eight items between Pre-OPD and Post-OPD with TOCSE confidence scores, the item on performing a complete physical examination has the most remarkable improvement (5.67 ± 1.37 to 7.20 ± 1.22, p&lt;0.001), closely followed by performing a complete history-taking (6.53 ± 1.19 to 7.89 ± 1.01, p&lt;0.001). The most significant improvements in clinical confidence were seen in all the items in the Post-OPD with TOCSE than in the Post-OPD with no TOCSE versus Pre-OPD confidence scores. In addition, with TOCSE, the number of medical students who scored 7.50 and above was amplified more than 3 times (17.4% to 58.7%, p&lt;0.001, Pre-OPD vs. Post-OPD with TOCSE, respectively). Conclusion: Target-Oriented Clinical Skill Enhancement (TOCSE) effectively builds up confidence during first-time patient encounters among fourth-year medical students taught online with hypothetical cases during their undergraduate classes. Key words: Target-Oriented Clinical Skill Enhancement, clinical confidence, clinical skill, fourth-year medical students, medical undergraduate challenge, online teaching in COVID-19 pandemic

The online mock OSCE - a mixed-methods analysis of its benefits and overall student experience

Background The social distancing requirements of the COVID-19 pandemic have resulted in an inability to deliver traditional, face-to-face Mock OSCEs; a means of clinical skill learning that has been shown to be beneficial to students. This study investigated the ability of an Online Mock OSCE to replace the in-person format and assessed whether similar benefits could be obtained by this method of delivery. Methods A student-run Online Mock OSCE was designed and rolled out to Year 2 undergraduate medical students; a questionnaire was then distributed to 43 students who consented to be involved in the research. Both quantitative and qualitative data were collected, with interpretation carried out via paired sample t-tests and supplementary thematic analysis. Results Comparison of pre-and-post-OSCE scores demonstrated a significant decrease in anxiety both towards summative OSCEs with similar stations and with different stations. Student confidence levels and self-reported retention of clinical skills showed statistically significant increases as a result of the Online Mock OSCE. Students had a strongly positive opinion of the process; analysis of written responses identified the provision of useful feedback on clinical skills, allowance of recognition of knowledge gaps, and enablement of increased familiarity with the assessment process as common justifications for this. Conclusions The Online Mock OSCE represents an excellent alternative to face-to-face delivery; it is well-received by students and offers a number of benefits, including decreased anxiety levels, increased confidence and improved self-reported retention of clinical skills, alongside logistical advantages of the online process. This study gives evidence for its continuing adaptation and inclusion within the medical curriculum even as in-person practice becomes feasible once more, such are the extensive assets it offers, and the potential for the method to be utilised within blended learning.

A Toolkit for Co-Designing towards Community-Based Active Ageing: Lessons Learned during Development.

It is increasingly recognized that community-based interventions for active ageing are more lasting and effective, yet the tools and methods for developing these interventions are lacking. This study investigates how to co-design community-based active ageing with older adults via the development of a toolkit to support this goal. Rapid reviews were conducted to understand (i) the effective behavioural change techniques for older adults, (ii) how to co-design with older adults for community-based interventions, and (iii) how to design tools for behaviour change that are easy to use. These reviews served as the foundation for developing a toolkit to support the co-design of community-based active ageing, which was evaluated during an interdisciplinary hackathon with older adults. Quantitative data from the surveys suggested that the confidence levels of students in developing interventions for health behaviour change and in co-designing with older adults increased after the hackathon, and the enjoyment of participating in the hackathon and of using the toolkit were statistically significant factors influencing this increase. Qualitative data from interviews and observations revealed how the toolkit was (un)used by the participants and what aspects of the toolkit can be improved. We encourage future researchers and practitioners to apply and adapt our research findings to the communities of older adults that they are working with.

The Relationship between Self-Acceptance and Social Support with Self-Confidence in Madrasah Tsanawiyah

According to preliminary studies conducted by researchers at the Madrasah Tsanawiyah or equivalent to the junior high school level, there is a phenomenon where some students still feel embarrassed when asking teachers. The results of the preliminary studies also resulted in a moderate level of student confidence. The purpose of this study was to determine the relationship between self-acceptance and social support with the self-confidence of MTs students in Gunungpati District. The method used in the study is the correlational quantitative method, while the sampling used in the study is the proportionate stratified random sampling technique with cluster sampling. The subject of the study was class VII students in 4 MTs. The research location is in Gunungpati District, Semarang. The total population was 463 students with a research sample of 198 students. The measuring instruments used are the confidence scale, the self-acceptance scale, and the social support scale. The results of the study showed that there was a non-negative and significant relationship between self-acceptance and social support with the self-confidence of MTs students in Gunungpati District. That is, the higher the level of self-acceptance and the level of social support, the higher the level of self-confidence. Both independent variables contributed to confidence by 39.1%. Furthermore, researchers are expected to be able to examine self-confidence variables with other variables such as the influence of parenting, peers, motivation, and others.

STUDENTS' LEVEL OF CONFIDENCE IN LEARNING FRONT ROLL FLOOR GYMNASTICS AT 1 PURWADADI STATE HIGH SCHOOL

Naufal Fajri Ramadhani with the research title "Students' Level of Confidence in Learning Front Roll Floor Gymnastics at 1 Purwadadi State High School 1". Physical Education, Health and Recreation Study Program. Faculty of Teacher Training and Education. Singaperbangsa Karawang University.This study aims to determine how high students' confidence in learning front roll floor gymnastics at 1 Purwadadi State High School is in the 2022/2023 teaching. This study uses an approach when viewed from the type of research data presented. The method in this is a survey research using a questionnaire. The results of this study on the level of student confidence in learning front roll floor gymnastics at 1 Purwadadi State High School for the academic year 2022/2023 obtained the lowest score (minimum) 28, the highest score (maximum) 116, average (mean) 83.9, middle value (median) 80, frequently occurring value (mode) 80, standard deviation (SD) 19.3. Based on the results of data analysis and discussion, we can conclude that the interest of class X students in learning swimming at SMA Negeri 1 Pagaden for the academic year 2021/2022 is in the "medium" category by 30% (12 students), "high" by 10% (4 students), "low" by 45% (18 students), "deficient" by 15% (6 students), and "very high" by 0% (0 students)

Engaging Empathically: Effects of a Motivational Interviewing Learning Session and Standardized Patient Encounter on Medical Student Confidence in Counseling COVID-19 Vaccine-Hesitant Patients.

Purpose: Though vaccines against COVID-19 are now widely available, a significant portion of the U.S. population remains unvaccinated. 1 Motivational interviewing (MI) has been shown to be effective in mitigating vaccine hesitancy. 2 We aimed to develop a training module for medical students to learn and practice MI techniques for use in counseling COVID-19 vaccine-hesitant patients. Approach: We developed an integrated learning module consisting of a 20-minute prerecorded didactic session covering the basics of vaccine hesitancy, MI techniques, Sharing Information, and SMART Goal Setting followed by a 15-minute telehealth standardized patient (SP) encounter with a vaccine-hesitant individual. During AY 2020–2021, all third-year (CO 2022, n = 124) and fourth-year (CO 2021, n = 88) students at the Florida International University Herbert Wertheim College of Medicine completed the module. Before viewing the prerecorded sessions, students completed a 4-question presession confidence survey (5-point Likert, Strongly Disagree–Strongly Agree). After completing the SP encounter, students completed a 5-question postsession confidence and satisfaction survey. Pre- and postsession survey results were compared by unpaired t test. Outcomes: Mean presession agreement with the statement “I feel comfortable counseling patients who demonstrate vaccine hesitancy” was found to be 2.98 (SD 0.90) and 3.67 (SD 0.70) for third- and fourth-year students, respectively. Postsession agreement increased to 4.08 (SD 0.55, P < .05) and 4.35 (SD 0.62, P < .05), respectively. Mean presession agreement with the statement “I am comfortable using MI techniques to encourage patients to become vaccinated” was found to be 3.3 (SD 0.83) and 3.65 (SD 0.69) for third- and fourth-year students, respectively. Postsession agreement increased to 4.00 (SD 0.63, P < .05) and 4.28 (SD 0.69, P < .05), respectively. Mean presession agreement with the statement “I can identify patient populations who are most at risk for vaccine hesitancy” was found to be 3.17 (SD 0.84) and 4.01 (SD 0.6) for third- and fourth-year students, respectively. Postsession agreement increased to 4.08 (SD 0.59, P < .05) and 4.50 (SD 0.54, P < .05), respectively. Mean presession agreement with the statement “I am familiar with common vaccine myths” was found to be 3.52 (SD 0.83) and 3.9 (SD 0.49) third- and fourth-year students, respectively. Postsession agreement increased to 4.20 (SD 0.48, P < .05) and 4.52 (SD 0.52, P < .05), respectively. Postsession satisfaction was high at 3.83 (SD 0.73) and 4.35 (SD 0.64) third- and fourth-year students, respectively. Significance: COVID-19 vaccine hesitancy remains a significant public and individual health threat and discussions about vaccine acceptance are difficult and sometimes divisive. To affect change, health care professionals must learn to engage empathically with vaccine-hesitant individuals. Implementation of our COVID-19 vaccine hesitancy learning module resulted in significant improvements in student confidence and high levels of learner satisfaction across both medical student cohorts. We developed a vaccine-hesitancy learning module that provides medical students with basic skills for engaging with vaccine-hesitant patients (“knows”) and provides an opportunity for early learners to practice those skills (“shows”). We have since developed an interactive online learning platform to replace the prerecorded didactic session, incorporated additional knowledge assessments, and introduced a post-SP encounter video reflection exercise. Data from this new version is forthcoming.