Opioid Use Disorder Curricular Content in US-Based Doctor of Pharmacy Programs

Nichols, Molly A.; Riley, Elizabeth G.; Chao, Alexander S.; Sales, Carmina G.; Miller, Monica L.; Curran, Geoffrey M.; Ott, Carol A.; Snyder, Margie E.; Hudmon, Karen Suchanek

doi:10.1016/j.ajpe.2023.100061

Cited by 2 publications

(2 citation statements)

References 34 publications

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“…In general, psychiatric pharmacy education is lacking as was evidenced by a survey conducted by Thomas, et al 15 The survey, which sampled U.S. pharmacy programs between 2014 and 2015, revealed the average number of hours dedicated to SUD didactic instruction was only 2.7 hours, which did not meet the 2010 American Association of Colleges of Pharmacy (AACP) guideline recommendation of ⩾4 hours. 15 A more recent survey administered in 2021 by Nichols, et al 16 showed an increase in the number of hours dedicated to SUD instruction over time, with U.S.-based Doctor of Pharmacy programs delivering a median of 7 hours of OUD content in required coursework and 85.1% meeting AACP recommendations. Beyond pharmacy schooling, pharmacists with specialized psychiatric pharmacy training and/or experience have reported being more prepared to provide services to patients with psychiatric disorders.…”

Section: Discussionmentioning

confidence: 99%

Impact of an Educational Intervention on Hospital Pharmacists’ Knowledge and Application of Substance Withdrawal Management

Brust-Sisti,

Khieu,

Plotkin

et al. 2023

Subst�Abuse

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Background: Patients with substance use disorders are often encountered in an acute care setting and withdrawal management is important. Available literature reveals inadequate acute management of substance withdrawal due to lack of experience and knowledge of medications. Methods: A quality improvement project was implemented to improve hospital pharmacists’ knowledge, application, and practice of inpatient opioid and alcohol withdrawal management through provision of didactic and case-based education and implementation of practice based prospective drug utilization review (PDUR). Pharmacists’ knowledge of the management of alcohol and opioid withdrawal was assessed by a 10-item survey pre-and post-intervention. Results: Twenty-one pharmacists completed the education and pre- and post-surveys. Scores for the 21 pharmacists improved significantly, with pre- and post-intervention scores of 7.33 ± 1.98 and 8.86 ± 0.91, respectively ( P = .0035). Most pharmacists completed their required PDUR submission, and several pharmacist interventions were made and accepted post-education. Pharmacists indicated that the education increased their confidence and enabled them to learn new information that could be directly applied to their pharmacy practice. Conclusion: Providing education and requiring a PDUR improved pharmacists’ knowledge, application, and practice of inpatient opioid and alcohol withdrawal management. Re-education or expanded education may be warranted to further increase pharmacists’ competence.

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Section: Discussionmentioning

confidence: 99%

Impact of an Educational Intervention on Hospital Pharmacists’ Knowledge and Application of Substance Withdrawal Management

Brust-Sisti,

Khieu,

Plotkin

et al. 2023

Subst�Abuse

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“…More recently, the recommendations herein are being applied toward the development of a shared opioid-use-disorder curriculum for pharmacy schools. Paralleling our approach used for tobacco cessation, the opioid effort involved surveys of pharmacy faculty [ 39 ], pharmacists in practice [ 40 ], and patients, as well as focus groups with healthcare providers.…”

Section: Discussionmentioning

confidence: 99%

Lessons Learned from a Shared Curriculum on Tobacco Cessation Using a Mixed-Methods Approach

et al. 2023

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Although the sharing of curricular content between health professional schools can reduce faculty burden, the literature provides little guidance to support these efforts. The objective of this investigation was to synthesize data from two prior studies to delineate recommendations guiding the future development of shared curricula in health professional education. Applying Rogers’ Diffusion of Innovations Theory as a guiding framework, relevant data were extracted from a two-phase mixed-methods study evaluating the long-term impact of the shared Rx for Change: Clinician-Assisted Tobacco Cessation program. Phase 1, a qualitative study, involved telephone interviews with faculty participants of train-the-trainer workshops conducted between 2003 and 2005. These results informed the development of a phase 2 national survey, administered electronically as a long-term follow-up (13 to 15 years later) with train-the-trainer workshop participants. Results from the two studies were synthesized and summarized, producing seven key recommendations to guide development of shared curricula: (1) appeal to attendees, (2) relate content to clinical practice, (3) deliver live, in-person training, (4) develop high-quality materials, delivered by experts, (5) provide support, (6) meet accreditation standards, and (7) demonstrate effectiveness. Future program developers should consider these recommendations to enhance dissemination, adoption, and long-term sustainability of shared curricular content.

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Opioid Use Disorder Curricular Content in US-Based Doctor of Pharmacy Programs

Cited by 2 publications

References 34 publications

Impact of an Educational Intervention on Hospital Pharmacists’ Knowledge and Application of Substance Withdrawal Management

Impact of an Educational Intervention on Hospital Pharmacists’ Knowledge and Application of Substance Withdrawal Management

Lessons Learned from a Shared Curriculum on Tobacco Cessation Using a Mixed-Methods Approach

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