Andrew Muzyk1, Zachary P W Smothers, Kathryn M Andolsek, Melissa Bradner, Jeffrey P Bratberg, Seth A Clark, Kathryn Collins, Gerard A Greskovic, Larry Gruppen, Mark MacEachern, Susan E Ramsey, Jennifer Ruiz Veve, Jeanette M Tetrault. 1. A. Muzyk is associate professor, Department of Pharmacy Practice, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina, and associate professor of the practice of medical education, Duke University School of Medicine, Durham, North Carolina; ORCID: http://orcid.org/0000-0002-6904-2466. Z.P.W. Smothers is a third-year medical student, Doctor of Medicine Program, Duke University School of Medicine, Durham, North Carolina. K.M. Andolsek is professor, Department of Family Medicine and Community Health, Duke University School of Medicine, Durham, North Carolina. M. Bradner is associate professor, Department of Family Medicine and Population Health, Virginia Commonwealth University, Richmond Virginia. J.P. Bratberg is clinical professor, Department of Pharmacy Practice, University of Rhode Island College of Pharmacy, Kingston, Rhode Island. S.A. Clark is a Brown University Addiction Medicine Fellow, Department of Internal Medicine, Rhode Island Hospital, Providence, Rhode Island. K. Collins is a third-year pharmacy student, Doctor of Pharmacy Program, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina. G.A. Greskovic is system director, Ambulatory Disease Management Programs, Geisinger Health System, Danville, Pennsylvania. L. Gruppen is professor, Department of Learning Sciences, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0002-2107-0126. M. MacEachern is an informationist, Taubman Health Sciences Library, University of Michigan, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0002-8872-1181. S.E. Ramsey is associate professor (research), Departments of Psychiatry and Human Behavior and Medicine, Warren Alpert Medical School of Brown University and Rhode Island Hospital, Providence, Rhode Island; ORCID: https://orcid.org/0000-0001-7169-727X. J. Ruiz Veve is a fourth-year pharmacy student, Doctor of Pharmacy Program, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina. J.M. Tetrault is associate professor, Department of Internal Medicine, Yale School of Medicine, New Haven, Connecticut.
Abstract
PURPOSE: The authors conducted this scoping review to (1) provide a comprehensive evaluation and summation of published literature reporting on interprofessional substance use disorder (SUD) education for students in health professions education programs and (2) appraise the research quality and outcomes of interprofessional SUD education studies. Their goals were to inform health professions educators of interventions that may be useful to consider as they create their own interprofessional SUD courses and to identify areas of improvement for education and research. METHOD: The authors searched 3 Ovid MEDLINE databases (MEDLINE, In-Process & Other Non-Indexed Citations, and Epub Ahead of Print), Embase.com, ERIC via FirstSearch, and Clarivate Analytics Web of Science from inception through December 7, 2018. The authors used the Medical Education Research Study Quality Instrument (MERSQI) to assess included studies' quality. RESULTS: The authors screened 1,402 unique articles, and 14 met inclusion criteria. Publications dated from 2014 to 2018. Ten (71%) included students from at least 3 health professions education programs. The mean MERSQI score was 10.64 (SD = 1.73) (range, 7.5-15). Interventions varied by study, and topics included general substance use (n = 4, 29%), tobacco (n = 4, 29%), alcohol (n = 3, 21%), and opioids (n = 3, 21%). Two studies (14%) used a nonrandomized 2-group design. Four (29%) included patients in a clinical setting or panel discussion. Ten (72%) used an assessment tool with validity evidence. Studies reported interventions improved students' educational outcomes related to SUDs and/or interprofessionalism. CONCLUSIONS: Interprofessional SUD educational interventions improved health professions students' knowledge, skills, and attitudes toward SUDs and interprofessional collaboration. Future SUD curriculum design should emphasize assessment and measure changes in students' behaviors and patient or health care outcomes. Interprofessional SUD education can be instrumental in preparing the future workforce to manage this pressing and complex public health threat.
PURPOSE: The authors conducted this scoping review to (1) provide a comprehensive evaluation and summation of published literature reporting on interprofessional substance use disorder (SUD) education for students in health professions education programs and (2) appraise the research quality and outcomes of interprofessional SUD education studies. Their goals were to inform health professions educators of interventions that may be useful to consider as they create their own interprofessional SUD courses and to identify areas of improvement for education and research. METHOD: The authors searched 3 Ovid MEDLINE databases (MEDLINE, In-Process & Other Non-Indexed Citations, and Epub Ahead of Print), Embase.com, ERIC via FirstSearch, and Clarivate Analytics Web of Science from inception through December 7, 2018. The authors used the Medical Education Research Study Quality Instrument (MERSQI) to assess included studies' quality. RESULTS: The authors screened 1,402 unique articles, and 14 met inclusion criteria. Publications dated from 2014 to 2018. Ten (71%) included students from at least 3 health professions education programs. The mean MERSQI score was 10.64 (SD = 1.73) (range, 7.5-15). Interventions varied by study, and topics included general substance use (n = 4, 29%), tobacco (n = 4, 29%), alcohol (n = 3, 21%), and opioids (n = 3, 21%). Two studies (14%) used a nonrandomized 2-group design. Four (29%) included patients in a clinical setting or panel discussion. Ten (72%) used an assessment tool with validity evidence. Studies reported interventions improved students' educational outcomes related to SUDs and/or interprofessionalism. CONCLUSIONS: Interprofessional SUD educational interventions improved health professions students' knowledge, skills, and attitudes toward SUDs and interprofessional collaboration. Future SUD curriculum design should emphasize assessment and measure changes in students' behaviors and patient or health care outcomes. Interprofessional SUD education can be instrumental in preparing the future workforce to manage this pressing and complex public health threat.
Authors: Myriam Shaw Ojeda; Aleda M H Chen; Tessa Miracle; Elizabeth Delaney; Caroline E Freiermuth; Jon E Sprague Journal: Subst Abuse Treat Prev Policy Date: 2022-02-07
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