Faculty Development in Small-Group Teaching Skills Associated with a Training Course on Office-Based Treatment of Opioid Dependence

Wong, Jeffrey G.; Holmboe, Eric S.; Becker, William C.; Fiellin, David A.; Jara, Gail B.; Martin, Judith

doi:10.1300/j465v25n04_05

Cited by 8 publications

(7 citation statements)

References 14 publications

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“…We found that while immediately highly popular, the knowledge obtained in the VHA‐EES‐BTP translated into only a few physicians receiving the waiver to prescribe and still fewer physicians prescribing buprenorphine. Similar to other reports in the literature, 6, 9 we found that all of the respondents reported that the eight‐hour programs were worthwhile and compared favorably to other CME activities. All of the respondents reported they fully accomplished and felt competent to apply the program objectives regarding the treatment of opioid dependence.…”

Section: Discussionsupporting

confidence: 88%

“…The VHA‐EES‐BTPs were designed to provide information and training on the office‐based treatment of opioid dependence using buprenorphine. The American Society of Addiction Medicine was the certifying organization, and course content was consistent with other DATA 2000 certification trainings 9 . At the completion of the courses, physicians were asked to complete the DATA 2000 certification form, and the VHA‐EES informed the Substance Abuse and Mental Health Services Administration of their participation.…”

Section: Methodsmentioning

confidence: 99%

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Outcomes of DATA 2000 Certification Trainings for the Provision of Buprenorphine Treatment in the Veterans Health Administration

et al. 2008

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Despite the high numbers of veterans with opioid dependence, few receive pharmacologic treatment for this disorder. The adoption of buprenorphine treatment within the Veterans Health Administration (VHA) has been slow. To expand capacity for buprenorphine treatment, the VHA sponsored two eight-hour credentialing courses for the Drug Addiction Treatment Act of 2000. We sought to describe the outcomes of such training. Following the training sessions, 29 participants (18 physicians) were highly satisfied with course content and affirmed their intention to prescribe buprenorphine; after nine-month follow-up, two physicians were prescribing. We conclude that providing credentialing courses, while popular, did not markedly promote the prescription of buprenorphine.

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Section: Discussionsupporting

confidence: 88%

Section: Methodsmentioning

confidence: 99%

Outcomes of DATA 2000 Certification Trainings for the Provision of Buprenorphine Treatment in the Veterans Health Administration

et al. 2008

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“…Specialty-specific project faculty were then identified and supported by the grant in each specialty ( Figure 1). Following an established method, the senior core faculty organized several "train the trainer" sessions for the team leaders, who then took responsibility for organizing and training the residents and residency program faculty when possible to enhance continual role modeling and resident observation in the clinical setting (52). In addition, the SBIRT faculty (core and project faculty) developed a curriculum Web site (www.yale.edu/sbirt), which included specialty-specific modules and cases, training manuals, readings, screening tools, slide presentations, and video clips of real patient scenarios of the BNI.…”

Section: Curriculum Implementationmentioning

confidence: 99%

Developing and Implementing a Multispecialty Graduate Medical Education Curriculum on Screening, Brief Intervention, and Referral to Treatment (SBIRT)

et al. 2012

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The authors sought to evaluate the feasibility and acceptability of initiating a Screening, Brief Intervention, and Referral to Treatment (SBIRT) for alcohol and other drug use curriculum across multiple residency programs. SBIRT project faculty in the internal medicine (traditional, primary care internal medicine, medicine/pediatrics), psychiatry, obstetrics and gynecology, emergency medicine, and pediatrics programs were trained in performing and teaching SBIRT. The SBIRT project faculty trained the residents in their respective disciplines, accommodating discipline-specific implementation issues and developed a SBIRT training Web site. Post-training, residents were observed performing SBIRT with a standardized patient. Measurements included number of residents trained, performance of SBIRT in clinical practice, and training satisfaction. One hundred and ninety-nine residents were trained in SBIRT: 98 internal medicine, 35 psychiatry, 18 obstetrics and gynecology, 21 emergency medicine, and 27 pediatrics residents. To date, 338 self-reported SBIRT clinical encounters have occurred. Of the 196 satisfaction surveys completed, the mean satisfaction score for the training was 1.60 (1 = very satisfied to 5 = very dissatisfied). Standardized patient sessions with SBIRT project faculty supervision were the most positive aspect of the training and length of training was a noted weakness. Implementation of a graduate medical education SBIRT curriculum in a multispecialty format is feasible and acceptable. Future efforts focusing on evaluation of resident SBIRT performance and sustainability of SBIRT are needed.

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“…Other faculty development interventions have demonstrated effectiveness in improving faculty opioid prescribing skills [29,45] and screening for at-risk substance use and substance use disorders (using screening, brief intervention, and referral to treatment [SBIRT]) [46]. However, these interventions have not shown improvements in teaching residents.…”

Section: Discussionmentioning

confidence: 99%

Utilizing a Faculty Development Program to Promote Safer Opioid Prescribing for Chronic Pain in Internal Medicine Resident Practices

et al. 2019

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Objective. To implement a skills-based faculty development program (FDP) to improve Internal Medicine faculty's clinical skills and resident teaching about safe opioid prescribing. Design. An FDP for Internal Medicine attendings that included a one-hour didactic presentation followed immediately by an Objective Structured Clinical Examination (OSCE) that focused on assessing and managing opioid misuse risk, opioid treatment outcomes (benefits and harms), and aberrant opioid use behaviors. The evaluation compared pre-and three-months-post-FDP changes in faculty's safe opioid prescribing knowledge, attitudes, confidence (clinical and teaching), and selfreported resident teaching. Results. The 25 Internal Medicine faculty participants had a mean of 13 years in clinical practice, including 10 years precepting residents. During the three months post-FDP, faculty treated a mean of 22 patients with chronic pain on long-term opioids and precepted a mean of seven residents caring for patients on long-term opioids. At three months post-FDP, there were significant improvements in correct responses to knowledge questions (68% to 79% P ¼ 0.008), "high-level" confidence in safer opioid prescribing clinical practice (43.5% to 82.6% P ¼ 0.007) and resident teaching (45.8% to 83.3%, P ¼ 0.007), and improvements in alignment of desired attitudes toward safer opioid prescribing. There were nonsignificant increases in self-reported safe opioid prescribing resident teaching. Conclusions. A skills-based faculty development program that includes a lecture followed by an OSCE can improve Internal Medicine faculty safe opioid prescribing knowledge, attitudes, and clinical and teaching confidence. Improving resident teaching may require additional training in safe opioid prescribing teaching skills.

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Faculty Development in Small-Group Teaching Skills Associated with a Training Course on Office-Based Treatment of Opioid Dependence

Cited by 8 publications

References 14 publications

Outcomes of DATA 2000 Certification Trainings for the Provision of Buprenorphine Treatment in the Veterans Health Administration

Outcomes of DATA 2000 Certification Trainings for the Provision of Buprenorphine Treatment in the Veterans Health Administration

Developing and Implementing a Multispecialty Graduate Medical Education Curriculum on Screening, Brief Intervention, and Referral to Treatment (SBIRT)

Utilizing a Faculty Development Program to Promote Safer Opioid Prescribing for Chronic Pain in Internal Medicine Resident Practices

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