Integrating DATA 2000 Waiver Training into Undergraduate Medical Education: The Time is Now

Riser, Elly; Holterman, Leigh Ann; Maruti, Sanchit; Brooklyn, John; DeVoe, Stephen G; Tompkins, Bradley J.; Drouin, Jacqueline S.; Sobel, Halle G.

doi:10.1080/08897077.2021.1903653

Cited by 12 publications

(16 citation statements)

References 15 publications

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“…Outside of this curriculum, the Quality Program has supported DOM faculty in developing and evaluating curricula to educate medical students and resident physicians about opioid prescribing and managing opioid use disorder. 22 , 23 …”

Section: Resultsmentioning

confidence: 99%

Promoting scholarship in improvement science: A model for academic clinical departments

DeVoe

Kennedy

Tompkins

et al. 2022

Learning Health Systems

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Introduction Clinical departments at academic medical centers strive to deliver clinical care, provide education and training, support faculty development, and promote scholarship. These departments have experienced increasing demands to improve the quality, safety, and value of care delivery. However, many academic departments lack a sufficient number of clinical faculty members with expertise in improvement science to lead initiatives, teach, and generate scholarship. In this article, we describe the structure, activities, and early outcomes of a program within an academic department of medicine to promote scholarly improvement work. Methods The Department of Medicine at the University of Vermont Medical Center launched a Quality Program with three primary goals: (a) improve care delivery, (b) provide education and training, and (c) promote scholarship in improvement science. The program serves as a resource center for students, trainees and faculty, offering education and training, analytic support, consultation in design and methodology, and project management. It strives to integrate education, research, and care delivery to learn, apply evidence and improve health care. Results Over the first 3 years of full implementation, the Quality Program supported an average of 123 projects annually, including prospective clinical quality improvement initiatives, retrospective assessment of clinical programs and practices, and curriculum development and evaluation. The projects have yielded a total of 127 scholarly products, defined as peer‐reviewed publications and abstracts, posters, and oral presentations at local, regional, and national conferences. Conclusions The Quality Program may serve as a practical model for promoting care delivery improvement, training, and scholarship in improvement science while advancing the goals of a learning health system at the level of an academic clinical department. Dedicated resources within such departments offer the potential to enhance care delivery while promoting academic success for faculty and trainees in improvement science.

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Section: Resultsmentioning

confidence: 99%

Promoting scholarship in improvement science: A model for academic clinical departments

DeVoe

Kennedy

Tompkins

et al. 2022

Learning Health Systems

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“…Initiatives implementing the DATA wavier training with 3rd year medical students curricula shows similar positive results. For example, Riser and colleagues found statistically significant increases in knowledge of MOUD pharmacology, MOUD prescribing practices, and most students reported that the waiver training was relevant to their future practice [ 16 ].…”

Section: Discussionmentioning

confidence: 99%

Evaluation and guide for embedding opioid use disorder education in health professions’ curricula

et al. 2023

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Background Morbidity and mortality from Opioid Use Disorder is a health crisis in the United States. During the COVID-19 pandemic, there was a devastating increase of 38.4% in overdose deaths from the 12-month period leading up to June 2019 compared with the 12-month period leading up to May 2020, primarily driven by synthetic opioids. Buprenorphine is an effective medication for opioid use disorder but uptake is slow due in part to lack of provider knowledge, confidence, and negative attitudes/stigma toward patients with OUD. Addressing these barriers in academic training is a promising approach to building workforce able to effectively treat opioid use disorder. Methods Our university developed a training for pre-licensure physicians, physician assistants and psychiatric nurse practitioners that included the DATA Waiver training and a shadowing experience. Expected outcomes included improved knowledge, skills and attitudes about persons with OUD and buprenorphine treatment, plans to provide this treatment post-graduation, for pre-licensure learners to have completed all requirements to prescribe buprenorphine post-graduation, and for the training to be embedded into school’s curricula. Results Results were positive overall including improved knowledge and attitudes toward persons with OUD, better understanding of the benefits of this treatment for patients, increased confidence and motivation to provide this treatment post-graduation. The training is now embedded in each program’s graduation requirements. Conclusion Developing a didactic and experiential training on buprenorphine treatment for opioid use disorder and embedding it into medical, physician assistant, and psychiatric nurse practitioner licensure programs can help prepare future providers to treat opioid use disorder in a range of settings. Key to replicating this program in other university settings is to engage faculty members who actively provide treatment to persons with OUD to ensure shadowing opportunities and serve as role models for learners.

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“…College of Medicine (LCOM) at the University of Vermont, 75% of third-year clerkship students who were required to complete virtual synchronous DATA training agreed or strongly agreed that they planned to provide MOUD as part of future practice before DATA training and 78% agreed or strongly agreed after DATA training—suggesting that the majority of current UME trainees may exhibit willingness to provide evidence-based therapies for OUD both at baseline and after dedicated teaching. 29 Indeed, LCOM students demonstrated significantly increased knowledge on MOUD pharmacology and best prescribing practices at post-test assessment. 29 Similarly, Wayne State University School of Medicine found that the incentive of additional study time motivated all 300 clerkship students to complete the virtual, self-paced 8-hour training provided through Providers Clinical Support System and the post-test assessment demonstrated that students had significantly improved their knowledge about the opioid epidemic and MOUD, as well as significantly increased their future intent to prescribe MOUD.…”

Section: Incorporating Moud Into Curriculamentioning

confidence: 95%

“…26–29 Indeed, all medical graduates from the Rutgers New Jersey Medical School or the Warren Alpert Medical School of Brown University or those who complete the free training provided jointly through the U.S. Substance Abuse and Mental Health Services Administration and the Providers Clinical Support System, beginning in 2020, can apply to become DATA waivered upon obtaining Drug Enforcement Administration licensure after graduation. 27–29…”

Section: Incorporating Moud Into Curriculamentioning

confidence: 99%

“…36 Notably, the SUPPORT for Patients and Communities Act created a pathway allowing accredited U.S. medical schools to work with the American Academy of Addiction Psychiatry in certifying pain management and OUD curricula as meeting DATA 2000 requirements. [26][27][28][29] Indeed, all medical graduates from the Rutgers New Jersey Medical School or the Warren Alpert Medical School of Brown University or those who complete the free training provided jointly through the U.S. Substance Abuse and Mental Health Services Administration and the Providers Clinical Support System, beginning in 2020, can apply to become DATA waivered upon obtaining Drug Enforcement Administration licensure after graduation. [27][28][29] Both prior and in response to the COVID-19 pandemic, several medical schools reported success in encouraging or requiring students to complete DATA training and certification using virtual or hybrid trainings.…”

Section: Incorporating Moud Into Curriculamentioning

confidence: 99%

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A Generation Ready for Change: Preparing for the Deregulation of Medications for Opioid Use Disorder in Undergraduate Medical Education

Demuynck

2022

Academic Medicine

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The U.S. Department of Health and Human Services recently released updated guidance that allows providers under standard licensure to treat 30 or fewer patients with buprenorphine, a partial opioid agonist shown to be safe and effective as an office-based treatment for opioid use disorder (OUD). Previously, physicians and advanced practice providers needed to complete specialized training and certification under the Drug Addiction Treatment Act (DATA) of 2000 before prescribing medications for OUD (MOUD). This deregulatory action comes as rates Please see the end of this article for information about the authors.

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Integrating DATA 2000 Waiver Training into Undergraduate Medical Education: The Time is Now

Cited by 12 publications

References 15 publications

Promoting scholarship in improvement science: A model for academic clinical departments

Promoting scholarship in improvement science: A model for academic clinical departments

Evaluation and guide for embedding opioid use disorder education in health professions’ curricula

A Generation Ready for Change: Preparing for the Deregulation of Medications for Opioid Use Disorder in Undergraduate Medical Education

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