Medical education in substance‐related disorders: components and outcome

Abstract

There is growing consensus in the selection of a combined didactic and interactive educational strategy but few empirical data as to the more cost-effective learning interventions. Training must be reinforced at regular intervals. While the expanding panoply of interventions available to physicians should enhance the perceptions of role legitimacy and treatment optimism, cohort studies across levels of education, specialty groups and across-substance and other addictive behaviors are required to determine cost-effective educational strategies.

Screening, Brief Intervention, and Referral to Treatment (SBIRT): Toward a Public Health Approach to the Management of Substance Abuse

“…Research on medical education has shown that training can be effective in improving students' and physicians' knowledge and skills in addressing alcohol issues (106,(116)(117)(118), but changes in knowledge may be easier to produce than changes in attitudes and behavior (119). A review of the components and outcomes of medical education in substancerelated disorders concluded that the selection of a combined didactic and interactive educational strategy may be the most cost-effective learning strategy, but there is little empirical evidence to support this approach (119).…”

“…Barriers to adequate coverage of alcohol and drug-related problems in both medical schools and continuing professional education include traditional attitudes about the moral culpability of chronic alcoholics, confusion as to whether problem drinking is a medical or psychiatric concern, lack of faculty role models, lack of training materials, and role ambiguity regarding who is responsible for screening and intervention (114,115). Research on medical education has shown that training can be effective in improving students' and physicians' knowledge and skills in addressing alcohol issues (106,(116)(117)(118), but changes in knowledge may be easier to produce than changes in attitudes and behavior (119). A review of the components and outcomes of medical education in substancerelated disorders concluded that the selection of a combined didactic and interactive educational strategy may be the most cost-effective learning strategy, but there is little empirical evidence to support this approach (119).…”

Training Medical Providers to Conduct Alcohol Screening and Brief Interventions

“…A recent review of the components and outcomes of medical education in substance-related disorders concluded that the selection of a combined didactic and interactive educational strategy may be the most cost-effective learning strategy, but there is little empirical evidence to support this approach (24).…”

“…Research on medical education has shown that training can be effective in improving students' and physicians' knowledge and skills in addressing alcohol issues (21)(22)(23), but changes in knowledge may be easier to produce than changes in attitudes and behavior (24). A recent review of the components and outcomes of medical education in substance-related disorders concluded that the selection of a combined didactic and interactive educational strategy may be the most cost-effective learning strategy, but there is little empirical evidence to support this approach (24).…”

Atitudes e conhecimentos de enfermeiros frente ao álcool, alcoolismo e alcoolista: estudo comparativo entre dois grupos

“…Entretando, ainda que as atitudes profissionais de saúde relacionadas às pessoas com problemas de uso e abuso de álcool tendam a refletir na sociedade, pois inquéritos realizados nos EUA, Austrália e Reino Unido têm encontrado que as atitudes dos profissionais de saúde são geralmente negativas (Eliason, Gerken, 1999;El-Guebaly et al, 2000;Happell, Taylor, 2001). Assim, é importante ressaltar que, para a mudança de atitude de um individuo, não basta apenas o conhecimento, mas também que haja uma adequação de papel, um papel de legitimidade e suporte (Shaw et al, 1978).…”