CONFERENCE PROCEEDING
Medical students’ opinions on a b-learning tobacco brief intervention: A qualitative study
1
University of Beira Interior, Faculty of Health Sciences, Covilhã, Portugal
2
University of Beira Interior, Faculty of Health Sciences, Covinhã, Portugal; CHCB Hospital, Covinhã, Portugal
Tob. Prev. Cessation 2026;12(Supplement 1):A137
ABSTRACT
BACKGROUND-AIM:
Physicians are at the forefront of counseling smokers. While their training remains poor, it is challenging to implement cessation training in the undergraduate curriculum. Aim: To evaluate 4th grade medical students’ opinions on a b-learning tobacco brief intervention. Setting: Medical School of University of Beira Interior, Portugal.
METHODS:
Methodology: the b-learning included an e-learning on tobacco brief intervention, and a face-to-face clinical workshop. A cross-sectional mixed-methods study was applied. This study presents the qualitative results. A thematic and interpretative analysis of the qualitative content was performed based on the consensus of the researchers.
RESULTS:
Participants: 276; 71.4% female; mean age: 22.7± 2.9 years. Prevalence of smoking was 10.9% (females 7.2%; males 20.3%). The combination of asynchronous e-learning and face-to-face workshops was considered the main strength. E-learning offered flexibility and the opportunity to study at one’s own pace and review content. The practical workshop was crucial for consolidating learning and addressing gaps in the online component. Participants valued the interactive discussions and resolution of clinical cases, which provided an opportunity to apply knowledge and exchange experiences with colleagues and trainers, as well as the chance to clarify doubts immediately. There was strong recognition that the programme had contributed significantly to improving clinical skills and confidence in decision-making. Analysing videos and discussing cases stimulated the exchange of experiences and the resolution of issues. The challenges identified included the perceived workload and the need for discipline in managing time for the online component. Additionally, there was less student engagement with the tools commonly used in b-learning environments, such as open-ended questions for reflection and elaboration, self-assessment, repetition and reinforcement of learning, as well as interactive discussion and open reflection.
CONCLUSIONS:
The blended-learning was effective in combining the convenience of digital resources with the richness of practice-focused human interaction.The latter is seen as a key factor in clinical training.
Physicians are at the forefront of counseling smokers. While their training remains poor, it is challenging to implement cessation training in the undergraduate curriculum. Aim: To evaluate 4th grade medical students’ opinions on a b-learning tobacco brief intervention. Setting: Medical School of University of Beira Interior, Portugal.
METHODS:
Methodology: the b-learning included an e-learning on tobacco brief intervention, and a face-to-face clinical workshop. A cross-sectional mixed-methods study was applied. This study presents the qualitative results. A thematic and interpretative analysis of the qualitative content was performed based on the consensus of the researchers.
RESULTS:
Participants: 276; 71.4% female; mean age: 22.7± 2.9 years. Prevalence of smoking was 10.9% (females 7.2%; males 20.3%). The combination of asynchronous e-learning and face-to-face workshops was considered the main strength. E-learning offered flexibility and the opportunity to study at one’s own pace and review content. The practical workshop was crucial for consolidating learning and addressing gaps in the online component. Participants valued the interactive discussions and resolution of clinical cases, which provided an opportunity to apply knowledge and exchange experiences with colleagues and trainers, as well as the chance to clarify doubts immediately. There was strong recognition that the programme had contributed significantly to improving clinical skills and confidence in decision-making. Analysing videos and discussing cases stimulated the exchange of experiences and the resolution of issues. The challenges identified included the perceived workload and the need for discipline in managing time for the online component. Additionally, there was less student engagement with the tools commonly used in b-learning environments, such as open-ended questions for reflection and elaboration, self-assessment, repetition and reinforcement of learning, as well as interactive discussion and open reflection.
CONCLUSIONS:
The blended-learning was effective in combining the convenience of digital resources with the richness of practice-focused human interaction.The latter is seen as a key factor in clinical training.
| eISSN: | 2459-3087 |
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