Substance Abuse and Professional Education: a tops‐down or bottoms‐up approach?

Glass, Ilana B.

doi:10.1111/j.1360-0443.1988.tb00523.x

Cited by 14 publications

(5 citation statements)

References 9 publications

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“…Reasons for the lack of understanding regarding iatrogenic addiction include different perceptions of doctors, nurses and patients regarding pain intensity, a belief that patients exaggerate their pain in order to obtain more medication [19] and an underestimation by doctors of the potential effect of drugs such as sedatives in promoting dependence or addictive behaviour in patients [20]. It is important therefore to raise awareness of the effects of iatrogenic addiction in all health professionals, and this could be integrated into the undergraduate medical curriculum through SSCs, PBL, and other formal teaching sessions supporting a bottom-up approach to learning [21]. …”

Section: Discussionmentioning

confidence: 99%

Substance misuse teaching in undergraduate medical education

et al. 2014

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BackgroundOver 12,000 hospital admissions in the UK result from substance misuse, therefore issues surrounding this need to be addressed early on in a doctor’s training to facilitate their interaction with this client group. Currently, undergraduate medical education includes teaching substance misuse issues, yet how this is formally integrated into the curriculum remains unclear.MethodsSemi-structured interviews with 17 key members of staff responsible for the whole or part of the undergraduate medical curriculum were conducted to identify the methods used to teach substance misuse. Using a previously devised toolkit, 19 curriculum co-ordinators then mapped the actual teaching sessions that addressed substance misuse learning objectives.ResultsSubstance misuse teaching was delivered primarily in psychiatry modules but learning objectives were also found in other areas such as primary care placements and problem-based learning. On average, 53 teaching sessions per medical school focused on bio-psycho-social models of addiction whereas only 23 sessions per medical school focused on professionalism, fitness to practice and students’ own health in relation to substance misuse. Many sessions addressed specific learning objectives relating to the clinical features of substance dependence whereas few focused on iatrogenic addiction.ConclusionsSubstance misuse teaching is now inter-disciplinary and the frequent focus on clinical, psychological and social effects of substance misuse emphasises the bio-psycho-social approach underlying clinical practice. Some areas however are not frequently taught in the formal curriculum and these need to be addressed in future changes to medical education.

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Section: Discussionmentioning

confidence: 99%

Substance misuse teaching in undergraduate medical education

et al. 2014

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“…In the UK, Glass [31] has observed that the teaching of substance use disorders lacks consistency, continuity or integration with the curriculum. Previous literature which indicated undergraduate training in substance use has been focused on the biomedical aspects of end-stage disease, [16] with most of the information imparted in lecture format, cognitively orientated and provided outside treatment settings [32] would support this view.…”

Section: Opportunities For Curriculum Developmentmentioning

confidence: 98%

Undergraduate medical education in substance use in Ireland: a review of the literature and discussion paper

O’Brien¹,

Cullen

2011

Ir J Med Sci

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“…Recent reports have emphasized the need for the training of health professionals exposed to problems associated with an individual's misuse of addictive substances [1][2][3][4]. To ignore the possible benefits which accrue as a result of training in the identification and response of specialist and nonspecialist workers to people with drug-related problems would be a false economy [5] denying long-term gains for public health.…”

Section: Introductionmentioning

confidence: 99%

Training primary health care workers about drugs: a national survey of UK trainers' perceptions towards training

Albery¹,

Heuston²,

Durand³

et al. 1996

Drug and Alcohol Review

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Reports have consistently shown that non-specialist drug workers (whose working role is not specifically concentrated on dealing with drug-related issues) are reluctant to work with drug users. A number of explanations have been offered to account for this unwillingness including attitudinal factors, occupational constraints and a lack of motivation to learn about drug-related issues. Previously, it has been shown that training affects commitment to working with substance misusers, although failure to attract particular professional groups (e.g. general practitioners) into training courses has also been reported. No previous research has examined the views of trainers about training primary health care and health-related workers. This study of a (non-probability) sample of UK drug trainers (n = 145) assessed training activity for different health care workers, and trainers' differential perceptions of training needs and methods. GPs were the group least likely to become trained about drug issues. Training in attitudes towards drug using individuals was perceived to be more important than either skills or knowledge training for GPs, practice nurses, other nurses and probation officers. Experiential training methods were perceived to be more important than a didactic approach for training all health groups except GPs for whom lecture type instruction was believed to be equally appropriate. Seventy-nine percent of subjects reported providing training across drugs in alcohol or drugs, alcohol and tobacco. Most trainers who stated that certain professions required independent training believed that GPs should be trained separately from other groups.

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Substance Abuse and Professional Education: a tops‐down or bottoms‐up approach?

Cited by 14 publications

References 9 publications

Substance misuse teaching in undergraduate medical education

Substance misuse teaching in undergraduate medical education

Undergraduate medical education in substance use in Ireland: a review of the literature and discussion paper

Training primary health care workers about drugs: a national survey of UK trainers' perceptions towards training

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