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

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

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
  1. *p < .05; **p < .01; in within-group comparisons of baseline to follow-up change
  2. 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)
  3. §5-point Likert scale, where 1 = Not at all Confident and 5 = Very Confident
  4. 5-point Likert scale, where 1 = Rarely and 5 = Always