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Volume 14 (3)
Volume 14, Issue 3, 1994 
J Contin Educ Health Prof 1994; 14(3):155-165
ORIGINAL ARTICLE
Elaine J. Boswell, MSN, RN, CS Rodney A. Lorenz, MD James W. Pichert, PhD David G. Schlundt, PhD Marie L. Ivylynn Penha, MD, MPH A b s t r a c t We developed a home study version of an established and successful workshop program called Effective Patient Teaching (EPT), making use of suggested guidelines for developing home study courses. The self-study modules we produced consisted of workbook materials, videotaped illustrations, and practice exercises, all of which focused on patient teaching and counseling skills. During a period of 2 years and 3 months, 28 participants enrolled in the home study course. Only one participant completed the entire course. Another participant completed the portion purchases. The barrier most commonly cited as preventing completion of the home study course was other work-related deadlines. We suspect that our requirement for a feedback procedure ( either an audio- or a videotape of an instruction interview) may also have prevented submission of a completed course. The low completion rate made quantitative evaluations impossible. Although the literature includes reported successes in the use of self-learning courses, few formal evaluations have been conducted and reported. The efficacy of home study courses, particularly when enhanced skill is the desired outcome rather than knowledge gain, is yet to be established, and merits close examination and rigorous evaluations. Keywords: Evaluation; home study; patient teaching skills |
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