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Collaborative information exchange using elicit-provide-elicit to reduce risky drinking among college students.
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Background:Collaborative information exchange using the elicit-provide-elicit (EPE) technique is a recommended health communication strategy, though little empirical work has evaluated its merit. Methods:This study evaluated the impact of EPE on risky drinking knowledge, attitudes, and behavior. Undergraduate drinkers (n = 150) were randomized to receive information regarding risky drinking limits via collaborative exchange (EPE), provision only, or to a no information control group. Changes in drinking behavior from baseline to 2-week follow-up were assessed. In addition, knowledge of and attitudes towards drinking limits were measured at follow-up. Results:Drinks per drinking day, percent days abstinent, and peak consumption did not improve from baseline to follow-up in any group. At follow-up, the proportion of participants who exceeded daily drinking cutoffs significantly decreased in the EPE and provision-only conditions, but increased among control participants. EPE and provision participants were more likely to accurately recall drinking limits at follow-up, though only about half of these participants correctly recalled limits and knowledge was not associated with risky drinking behavior. Conclusions:Providing information regarding safe drinking limits may impact knowledge and behavior among this population; however, collaborative exchange via EPE as measured in the present study does not appear to provide added benefit when compared with non-collaborative information provision. [ABSTRACT FROM PUBLISHER]
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Copyright of Journal of Communication in Healthcare is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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