Kathleen Hanley1, Sewit Bereket2, Ellen Tuchman3, Frederick G More4, Madeline A Naegle5, Adina Kalet6, Keith Goldfeld2, Marc N Gourevitch2. 1. a Department of Medicine, New York University School of Medicine , New York , New York , USA. 2. b Department of Population Health, New York University School of Medicine , New York , New York , USA. 3. c New York University Silver School of Social Work , New York , New York , USA. 4. d Department of Epidemiology & Health Promotion , New York University College of Dentistry , New York , New York , USA. 5. e NYU Rory Meyers College of Nursing , New York , New York , USA. 6. f Department of Medicine , New York University School of Medicine , New York , New York , USA.
Abstract
BACKGROUND: We developed and implemented the Substance Abuse Research Education and Training (SARET) program for medical, dental, nursing, and social work students to address the dearth of health professionals pursuing research and careers in substance use disorders (SUD). SARET has 2 main components: (1) a novel online curriculum addressing core SUD research topics, to reach a large number of students; (2) a mentored summer research experience for in-depth exposure. METHODS: Modules were integrated into the curricula of the lead institution, and of 5 external schools. We assessed the number of Web modules completed and their effect on students' interest in SUD research. We also assessed the impact of the mentorship experience on participants' attitudes and early career trajectories, including current involvement in SUD research. RESULTS: Since 2008, over 24,000 modules have been completed by approximately 9700 individuals. In addition to integration of the modules into curricula at the lead institution, all 5 health-professional partner schools integrated at least 1 module and approximately 5500 modules were completed by individuals outside the lead institution. We found an increase in interest in SUD research after completion of the modules for students in all 4 disciplines. From 2008 to 2015, 76 students completed summer mentorships; 8 students completed year-long mentorships; 13 published in SUD-related journals, 18 presented at national conferences, and 3 are actively engaged in SUD-related research. Mentorship participants reported a positive influence on their attitudes towards SUD-related clinical care, research, and interprofessional collaboration, leading in some cases to changes in career plans. CONCLUSIONS: A modular curriculum that stimulates clinical and research interest in SUD can be successfully integrated into medical, dental, nursing, and social work curricula. The SARET program of mentored research participation fostered early research successes and influenced career choice of some participants. Longer-term follow-up will enable us to assess more distal careers of the program.
BACKGROUND: We developed and implemented the Substance Abuse Research Education and Training (SARET) program for medical, dental, nursing, and social work students to address the dearth of health professionals pursuing research and careers in substance use disorders (SUD). SARET has 2 main components: (1) a novel online curriculum addressing core SUD research topics, to reach a large number of students; (2) a mentored summer research experience for in-depth exposure. METHODS: Modules were integrated into the curricula of the lead institution, and of 5 external schools. We assessed the number of Web modules completed and their effect on students' interest in SUD research. We also assessed the impact of the mentorship experience on participants' attitudes and early career trajectories, including current involvement in SUD research. RESULTS: Since 2008, over 24,000 modules have been completed by approximately 9700 individuals. In addition to integration of the modules into curricula at the lead institution, all 5 health-professional partner schools integrated at least 1 module and approximately 5500 modules were completed by individuals outside the lead institution. We found an increase in interest in SUD research after completion of the modules for students in all 4 disciplines. From 2008 to 2015, 76 students completed summer mentorships; 8 students completed year-long mentorships; 13 published in SUD-related journals, 18 presented at national conferences, and 3 are actively engaged in SUD-related research. Mentorship participants reported a positive influence on their attitudes towards SUD-related clinical care, research, and interprofessional collaboration, leading in some cases to changes in career plans. CONCLUSIONS: A modular curriculum that stimulates clinical and research interest in SUD can be successfully integrated into medical, dental, nursing, and social work curricula. The SARET program of mentored research participation fostered early research successes and influenced career choice of some participants. Longer-term follow-up will enable us to assess more distal careers of the program.
Entities:
Keywords:
Interprofessional education; Web-based learning; research training; substance abuse; substance use disorders
Authors: Andrea Truncali; Adina L Kalet; Colleen Gillespie; Frederick More; Madeline Naegle; Joshua D Lee; Laura Huben; David Kerr; Marc N Gourevitch Journal: J Addict Med Date: 2012-09 Impact factor: 3.702
Authors: A Thomas McLellan; Joanna L Starrels; Betty Tai; Adam J Gordon; Richard Brown; Udi Ghitza; Marc Gourevitch; Jack Stein; Marla Oros; Terry Horton; Robert Lindblad; Jennifer McNeely Journal: Public Health Rev Date: 2014-01
Authors: Aimee N C Campbell; Sudie E Back; Jamie S Ostroff; Denise A Hien; Marc N Gourevitch; Christine E Sheffer; Kathleen T Brady; Kathleen Hanley; Sewit Bereket; Sarah Book Journal: J Addict Med Date: 2017 Sep/Oct Impact factor: 3.702
Authors: Holly Blake; Sarah Somerset; Katharine Whittingham; Matthew Middleton; Mehmet Yildirim; Catrin Evans Journal: Int J Environ Res Public Health Date: 2020-09-18 Impact factor: 3.390