A web-based Alcohol Clinical Training (ACT) curriculum: Is in-person faculty development necessary to affect teaching?

Table 2 Baseline to follow-up change in 5 domains of teaching confidence and specific teaching practices

Teaching confidence^§
	Intervention (N = 18)^†	Control (N = 9)^†	Between- group p-value
Alcohol screening	+ 1.24**	+ 0.11	0.006
Assessment of readiness to change	+ 1.00**	+ 0.11	0.06
Counseling about alcohol problems	+ 1.18**	+ 0.44	0.12
Eliciting patient health beliefs	+ 1.29**	+ 0.67	0.23
Assuring patients that they are understood	+ 1.47**	+ 0.56	0.07
Specific teaching practice frequency ^¶
Alcohol screening	+ 0.56*	- 0.56	0.02
Assessment of readiness to change	+ 0.44	- 0.44	0.09
Counseling about alcohol problems	+ 0.67*	- 0.22	0.08
Eliciting patient health beliefs	+ 0.81**	- 0.33	0.03
Assuring patients that they are understood	+ 0.94*	+ 0.11	0.18

*p < .05; **p < .01; in within-group comparisons of baseline to follow-up change
^†Baseline data were missing for one subject with follow-up data in each group (1 of 19 in the intervention group and 1 of 10 in the control group)
^§5-point Likert scale, where 1 = Not at all Confident and 5 = Very Confident
^¶5-point Likert scale, where 1 = Rarely and 5 = Always