Just Ask! A Constructivist, Web-based Approach for Provider STD Skills Training

Background:
The CDC recommends health care professionals discuss sexual activity with patients yet often these discussions do not occur or occur only superficially.

Objective:
Assess the efficacy of a constructivist-based, online learning course for developing provider interpersonal skills, particularly the integration of STD/HIV and sexuality information within patient-provider interactions.

Method:
The Just Ask! course was created through an established, iterative, six cycle development methodology. The course was distributed free of charge through the National Network of STD Training Centers. Persons taking the course were asked to complete an online survey containing items related to Learning, Perceived Learning, Satisfaction, and Perceived Usability.

Result:
Formative and summative evaluative data indicate the course is accurate, appropriate, effective, engaging, and perceived as valuable. From a design standpoint, the linkage of the core content to a constructivist-based, authentic story line was an effective strategy that fostered engagement. The stories enabled the different instructional strategies – text-based lessons, branched simulations, and video cases – to be seamlessly linked together in a logical and realistic structure and for the content to be approached by the learners within a meaningful context. The creation of unbranched scenarios through “guided improvisations” proved worthwhile. The creation of the branched simulations necessitated significant technological resources. Together, these strategies allow designers to address cognitive, social, and motivational objectives at once.

Conclusion:
The social aspects of provider interaction have been largely neglected in current training strategies. The course used a constructivist framework to integrate cognitive, social, and motivational content. Overall, the course received high scores on indices of usefulness, usability, and appropriateness. Branched and unbranched scenarios appear to be particularly effective methods for addressing interpersonal patient-provider behaviors.

Implications:
The course demonstrates that constructivist-based pedagogy involving story, authentic activities, and strong models is an effective approach for designing online learning programs related to developing interpersonal skills related to patient-provider interactions.