Long-term effects of opioid overdose prevention and response training on medical student knowledge and attitudes toward opioid overdose: A pilot study

Moses, Tabitha E.H.; Chou, Jody S.; Moreno, Jessica L.; Lundahl, Leslie H.; Waineo, Eva; Greenwald, Mark K.

doi:10.1016/j.addbeh.2021.107172

Cited by 20 publications

(17 citation statements)

References 13 publications

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“…Participants who were more likely to be motivated and interested in completing a 3-month post-training survey may not represent the sample of participants studied. Of note, our attrition rate is comparable to those disclosed by Nath et al [ 41 ] and Moses et al [ 42 ]. Finally, these findings are limited in their generalizability to non-medical student populations, as our sample solely consisted of first-year medical students in Philadelphia.…”

Section: Discussionsupporting

confidence: 89%

“…These questions demonstrated high favorable attitudes prior to even receiving the OOART, reflective of the participants’ high baseline attitudes and opinions as future physicians. The results from our study extend the preliminary findings of Moses et al [ 42 ] by providing further granularity upon which specific attitudes and beliefs diminished over time.…”

Section: Discussionsupporting

confidence: 88%

“…When examining the three Knowledge questions in aggregate as depicted in Fig. 2 , comparisons between the 3 timepoints illustrate this trend of an overall sizable improvement and retention in knowledge after 3 months, which is consistent with the literature and findings previously discussed [ 40 – 42 ]. The questions pertaining to the half-life of naloxone and the sequence of steps in an overdose demonstrated statistically significant differences in pre-training and 3-months-post-training, whereas the remaining knowledge question, which addressed rescue breathing knowledge, did not.…”

Section: Discussionsupporting

confidence: 88%

“…Research in law enforcement officers who received naloxone training demonstrates retention of overdose recognition and reversal knowledge at the six-month follow-up [ 41 ]. The value of OOART for medical students was evident in a study that compared knowledge retention at six months in students who have received OOART to untrained students [ 42 ]. Of note, both groups in this study had a significant increase in knowledge and attitudes and the analysis grouped questions rather than analyzing each separately, both of which are significant limitations on the impact of the findings presented.…”

Section: Introductionmentioning

confidence: 99%

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A longitudinal study of naloxone opioid overdose awareness and reversal training for first-year medical students: specific elements require reinforcement

et al. 2022

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Background The opioid epidemic is a progressively worsening public health crisis that continues to impact healthcare system strategies such as overdose reversal and destigmatization. Even among healthcare professionals, there remains a lack of confidence in naloxone administration and a prevalence of stigma. While training can play a major impact in reducing these shortcomings, the long-term effectiveness has yet to be characterized in training healthcare professionals. This study examined the long-term retention of opioid overdose awareness and reversal training (OOART) by evaluating performance at two-time intervals, immediately post-training and at a 3-month follow-up. Methods Voluntary training was offered to first-year (M1) medical students at the Drexel University College of Medicine in 2021. At this training, 118 students completed training, 95 completed the post-training survey, and 42 completed the 3-month follow-up. Results Opioid reversal knowledge questions assessed significantly increased scores post-training and at the 3-month follow-up. In three of the attitude questions, scores were improved at both follow-up timepoints. In addition, three attitude questions indicating a participant’s confidence to respond to an opioid overdose situation increased directly after the training, but regressed at the 3-month follow-up. The remaining questions did not show any statistical difference across the survey intervals. Conclusions This study establishes that while OOART provides participants with the knowledge of how to respond to an opioid overdose, the retention of this knowledge at a 3-month interval is reduced. The results were mixed for longitudinal assessment of participant’s attitudes toward people with opioid use disorder. Some positive increases in attitudes were retained at the 3-month interval, while others trended back toward pre-training levels. These results support the effectiveness of the training but also provide evidence that OOART must be reinforced often.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

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A longitudinal study of naloxone opioid overdose awareness and reversal training for first-year medical students: specific elements require reinforcement

et al. 2022

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“…Evidence has suggested that opioid overdose education and distribution of naloxone to lay-persons and heroin users are cost-effective strategies at reducing opioid overdose deaths [4]. Efficacy of varied methods of opioid overdose response training (OORT) has been an area of flourishing research [5,6]. A variety of in-person, online Open Access *Correspondence: mgaliher20@email.mmc.edu Galiher and Huffman Harm Reduction Journal (2022) 19:114 and hybrid training programs ranging from 10 min to 4 h have proven effective in teaching recognition of signs and symptoms of an opioid overdose and proper administration of naloxone [7,8].…”

Section: Introductionmentioning

confidence: 99%

Attitude changes following short-form opioid overdose video education: a pilot study

Galiher

Huffman

2022

Harm Reduct J

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Background Opioid overdose response training (OORT) and the need for its rapid expansion have become more significant as the opioid epidemic continues to be a health crisis in the USA. Limitation of funding and stigmatization often hinders expansion of OORT programs. Primarily due to the COVID-19 pandemic, there has been widespread transition from in-person to virtual communication. However, OORT programs may benefit from long-term use of this modality of education if it can be as effective. Objective To measure the change in participant attitude after a brief, virtual OORT. Methods A 6.5-min OORT video explained recognition of opioid overdose, appropriate response and proper administration of intranasal naloxone. Pre- and post-video scores from a 19-item survey were used to determine the video's impact on participants’ self-perceived competence and readiness to administer naloxone to a person with a suspected opioid overdose. Paired t tests were used in the analysis of pre- and post-video scores. Mann–Whitney U and Kruskal–Wallis H testing were used to compare variance between several demographic subgroups of interest. Results A sample of 219 participants had a significant mean difference of 15.12 (SD 9.48; 95% CI 13.86–16.39, p < 0.001) between pre- and posttest scores. Improvements were found to be greatest in content-naïve participants with lower levels of education and non-health care-related jobs than participants endorsing previous content awareness, formal naloxone training, masters, doctorate or professional degrees and health care-related jobs. Conclusion This pilot study demonstrated encouraging evidence that a brief, virtual, pre-recorded educational intervention improved participant-rated competence and readiness to administer intranasal naloxone in a suspected opioid overdose. Due to scalability and ability to overcome common healthcare accessibility barriers, short-form videos focused on key facts about naloxone and the benefits of its use could be part of a strategy for rapid expansion of OORT programs to mitigate opioid overdose fatalities.

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Assessment of the acute‐ and long‐term application of naloxone training on a simulated overdose response

Franko

2022

J Am Coll Clin Pharm

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Introduction Pharmacist training on naloxone is often assessed within a year of initial instruction, however, the retention of the skills necessary in a naloxone rescue beyond this time frame has not been well established. Objective The aim of this study was to determine the acute‐ vs long‐term application of naloxone training on a simulated overdose response. Methods Pharmacy students in their first professional year (P1) were provided asynchronous training on naloxone information and use 2 days prior to a required skills lab. During the lab, students completed an overdose simulation with naloxone response. Students in their third professional year (P3) had a required skills lab focused on substance use disorders at the same time as the P1 lab. These students, who received the same training as the current P1's 2 years prior, completed the same overdose simulation with naloxone response during their scheduled lab time. A checklist from previously published work was used to evaluate student performance during each simulation. Results of the P1 and P3 simulations were compared. Results One hundred percent of P1 students (n = 65) and 97% of P3 students (n = 65) consented to have their data used as part of the study. The median scores for the simulation were 82% (interquartile range [IQR] = 9) for the P1 students and 73% (IQR = 9) for the P3 students (p = 0.58). A significant difference between the groups existed for two items on the checklist: assess the scene is safe (P1 = 52%, P3 = 26%, p = 0.002), and determine if the patient is breathing (P1 = 18%, P3 = 34%, p = 0.04). Conclusion Students who received initial instruction on naloxone use 2 years prior to a simulated naloxone rescue demonstrated similar results to those who received initial instruction 2 days prior to the same simulation.

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Long-term effects of opioid overdose prevention and response training on medical student knowledge and attitudes toward opioid overdose: A pilot study

Cited by 20 publications

References 13 publications

A longitudinal study of naloxone opioid overdose awareness and reversal training for first-year medical students: specific elements require reinforcement

A longitudinal study of naloxone opioid overdose awareness and reversal training for first-year medical students: specific elements require reinforcement

Attitude changes following short-form opioid overdose video education: a pilot study

Assessment of the acute‐ and long‐term application of naloxone training on a simulated overdose response

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