A Collaborative Approach to Teaching Medical Students How to Screen, Intervene, and Treat Substance Use Disorders

被引：18

作者：

Neufeld, Karin J. ^{[1
]}

Alvanzo, Anika ^{[2
]}

King, Van L. ^{[1
]}

Feldman, Leonard ^{[2
,3
]}

Hsu, Jeffrey H. ^{[1
]}

Rastegar, Darius A. ^{[2
]}

Colbert, Jorie M. ^{[4
]}

MacKinnon, Dean F. ^{[1
]}

机构：

[1] Johns Hopkins Univ, Sch Med, Dept Psychiat & Behav Sci, Baltimore, MD 21205 USA

[2] Johns Hopkins Univ, Sch Med, Dept Med, Baltimore, MD 21205 USA

[3] Johns Hopkins Univ, Sch Med, Dept Pediat, Baltimore, MD 21205 USA

[4] Johns Hopkins Univ, Sch Med, Off Med Educ Serv, Baltimore, MD USA

来源：

SUBSTANCE ABUSE | 2012年 / 33卷 / 03期

关键词：

Knowledge assessment; medical school curricula; screening; brief intervention; referral to treatment (SBIRT); skills training; substance use disorders; PRIMARY-CARE; DRUG; METAANALYSIS;

D O I：

10.1080/08897077.2011.640090

中图分类号：

R194 [卫生标准、卫生检查、医药管理];

学科分类号：

摘要：

Few medical schools require a stand-alone course to develop knowledge and skills relevant to substance use disorders (SUDs). The authors successfully initiated a new course for second-year medical students that used screening, brief intervention, and referral to treatment (SBIRT) as the course foundation. The 15-hour course (39 faculty teaching hours) arose from collaboration between faculty in Departments of Medicine and Psychiatry and included 5 hours of direct patient interaction during clinical demonstrations and in small-group skills development. Pre- and post-exam results suggest that the course had a significant impact on knowledge about SUDs. The authors' experience demonstrates that collaboration between 2 clinical departments can produce a successful second-year medical student course based in SBIRT principles.

引用

页码：286 / 291

页数：6

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