Enhancing listening skills among future public health professionals
A pre-post educational intervention study
Bibliographic Data
| ID | 22067280 |
|---|---|
| Authors | Kyle Kercher (0000-0002-4092-7113, Indiana University Bloomington), Kyle A Kercher, Kathleen N Heeter (0009-0009-9134-1444, Indiana University Bloomington), Claire Dannelley (Indiana University Bloomington), Julianna F King (Indiana University Bloomington), Samantha Schaefer (Indiana University Bloomington), Vanessa M Martinez Kercher (0000-0002-0498-5279, Indiana University Bloomington, corresponding author) |
| Year | 2025 |
| Volume | 13 |
| Pages | 1637788-1637788 |
| Publication date | 2025-11-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Public Health (JOURNAL) |
| Journal identifiers | ISSN: 2296-2565 • E-ISSN: 2296-2565 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fpubh.2025.1637788 |
| PMID | 41358211 |
| OpenAlex | W4416425609 |
| Language | EN |
| References cited | 36 |
Background/objective: The purpose of this study was to promote active listening skills among college-students majoring in health professions. The primary objective of this pre-post educational intervention study was to examine how students' confidence in active listening skills changed during a 13-week wellness coaching training course. The secondary objective of the study was to examine how students' baseline active listening skill confidence was correlated with change in active listening confidence across the course. Methods: This single-group pre-post design evaluated was used to evaluate listening skills among 74 college-students enrolled in a 13-week course. The service-learning component of the course was in collaboration with the workplace wellness program utilized by university employees. College-student participants engaged in 5-weeks of curricular training prior to being paired with university faculty and staff/employees who served as clients. Pre-to-post training changes in students' confidence and knowledge in the provision of active-listening and behavior change support were evaluated. Three subscales were used to assess listening (AELS; sensing, processing, and responding) and an adapted Communication Evaluation in Rehabilitation Tool. Results: < 0.1). Lower baseline confidence in reflective listening was associated with greater improvements in active listening skills. Conclusion: Training undergraduate students in active listening represents a promising and feasible approach for enhancing communication skills within behavior-change education. Future studies should build on these findings by incorporating objective assessments of listening skill application to further strengthen evidence for this educational approach
Active listening · Communication skills · Public health · Reflective listening · Skills management · Behavioral and Psychological Studies · Behavioral Health and Interventions · Communication in Education and Healthcare
Therapist empathy and client outcome
Social Constructivist Perspectives on Teaching and Learning
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts.
Influence mechanism and impacting boundary of workplace isolation on the employee's negative behaviors
How to show empathy as a coach
Categories of training to improve empathy
Student-Perceived Quality of Motivational Interviewing Training
Developing coaching pedagogy
The Behavior Change Technique Taxonomy (v1) of 93 Hierarchically Clustered Techniques
| Citation velocity | historical |
|---|---|
| Highly cited | No |