The findings and conclusions in these presentations have not been formally disseminated by the Centers for Disease Control and Prevention and should not be construed to represent any agency determination or policy.

Wednesday, May 10, 2006
280

Does Introduction to Sexually Transmitted Disease Intervention (ISTDI) training impact student knowledge and skills?

Alison G. Muse1, Sue Payette2, Rosalind P Thomas1, and F. Bruce Coles1. (1) Bureau of STD Control, New York State Department of Health, 1168 Corning Tower, ESP, Albany, NY, USA, (2) New York State Department of Health, New York State STD/HIV Prevention Training Center -Part III, 1142 Corning Tower, Empire State Plaza, Albany, NY, USA


Background:
The 2-week standardized ISTDI course is intended to provide disease intervention specialists (DIS) with the knowledge and skills necessary to perform partner elicitation and referral activities. NYS PTC has delivered ISTDI since 1995 but limited data are available regarding the impact on DIS performance.

Objective:
To evaluate ISTDI training outcomes.

Method:
Post Course Student Assessment (PCSA) and End of Course Evaluation (EOCE) forms were analyzed for students attending ISTDI between 1995 and January, 2004. On PCSA, mean ratings (3-point scale) were calculated for student and instructor responses on 28 tasks. Analysis was restricted to responses with concordant student-instructor data. On EOCE, mean ratings were calculated for student-assessed instructor performance (5-point scale) and pre- vs. post-course comfort level in performing 28 tasks (3-point scale).

Result:
A total of 392 students attended 34 ISTDI courses. Analysis of 266 PCSA evaluations with concordant student-instructor responses found that at least 70% of students reported competency or excellence in perceived skill level for each task (range: 1.83 – 2.86). Over 25% of students identified the need for improvement in the task “Uses Open-Ended Questions” (mean: 1.83 + 0.58). Instructor ratings conformed with student ratings for most tasks with slightly lower ratings on tasks related to communication, problem solving, and disease intervention behaviors, and slightly higher ratings on tasks related to analytical capabilities. Based on 347 EOCE evaluations, students rated instructor performance as “excellent” or “outstanding” for all areas (mean range: 4.1 – 4.7). Following course instruction, students reported significant improvements in comfort level in performing each task (mean range: 2.74 – 2.89).

Conclusion:
These evaluation results demonstrate the significant impact of ISTDI instruction in preparing DIS for their job duties.

Implications:
Evaluation of ISTDI training outcomes is integral to promoting high-quality improvements in STD/HIV training for DIS.

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