Surveys of substance use disorders education in US pharmacy programs

Thomas, Kelan L.; Muzyk, Andrew J.

doi:10.9740/mhc.2018.01.014

Cited by 23 publications

(18 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A 2015 survey on SUD content in US pharmacy programs revealed that most responding programs provided two hours of SUD in therapeutics, but fell short of the suggested content and hourly curricular recommendations from the American Association of Colleges of Pharmacy (AACP)'s Special Committee on SUD and Pharmacy Education. 9 Additionally, programs should meet the 2018 pharmacy core competencies for SUD education set forth by the Association for Multidisciplinary Education and Research in Substance Use and Addiction (AMERSA). 8 An SUD elective with an interactive-learning approach is one method of offering SUD content using a variety of teaching approaches as recommended by AACP and which also meets AMERSA's core competencies.…”

Section: Introductionmentioning

confidence: 99%

An Artistic Active-Learning Approach to Teaching a Substance Use Disorder Elective Course

Steinhardt

Kelly

Clark

et al. 2020

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To incorporate an artistic, multimedia approach to teaching within a substance use disorder (SUD) elective course to intellectually, visually, physically, and emotionally engage Doctor of Pharmacy (PharmD) students in learning and applying clinical and legal SUD topics. Methods. Faculty members created a two credit-hour SUD elective course that required students to engage in visual, linguistic, and performing art forms, including acting, screenwriting, choreography, dancing, artwork, writing movie reviews, writing book reports, writing journal reflections, create-yourown-adventure storytelling, speech writing, examination writing, policy writing, and creative thinking in an escape room gaming environment to learn about SUD and related topics. Results. Student learning and perception of the activities was evaluated using faculty-created analytic rubrics, pre-and post-intervention tests, student feedback, and student responses on standard course evaluations. Students performed well on the graded assignments. Pre-and post-intervention tests administered for the escape room activity demonstrated an increase in scores from 56.7% to 94.9%. Student feedback and course evaluations revealed student engagement with subject material and enthusiasm for creative applications, critical thinking, and collaborative aspects of the activities. Conclusion. The PharmD students consistently rated the interactive class format highly on course evaluations and reported having the perception of simultaneously learning and having fun. Pharmacy instructors are encouraged to incorporate creative projects and activities in courses to enhance student learning experiences and increase student motivation to engage with the material, their classmates, and other professionals.

show abstract

Section: Introductionmentioning

confidence: 99%

An Artistic Active-Learning Approach to Teaching a Substance Use Disorder Elective Course

Steinhardt

Kelly

Clark

et al. 2020

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…Additionally, while other U.S. colleges of pharmacy reported an average of 2.7 hours of required didactic instruction on SUD in 2015, The University of Texas at Austin College of Pharmacy curriculum provided 20 hours for 2021 PharmD graduates. 4 It may be reasonable to assume the impact of an APPE in addiction medicine would be even more profound for students with less prior exposure.…”

Section: Discussionmentioning

confidence: 99%

“…3 A 2015 survey of 75 AACP member schools found that 79% provided at least two hours of required didactic content related to SUD and 30% provided at least four hours. 4 However, advanced pharmacy practice experiences (APPEs) focused on SUD treatment were available in only 23% of programs and even then were offered to a mean of only 2.6 students each year. 5 The 2019 AACP environmental scan of opioid-related activities identified many new educational and service opportunities for students related to opioid overdose education and naloxone distribution.…”

Section: Introductionmentioning

confidence: 99%

Description and Evaluation of a Pilot Advanced Pharmacy Practice Experience in Addiction Medicine

Loera

Hill

Zagorski

et al. 2023

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

To assess the impact of a pilot advanced pharmacy practice experience (APPE) on fourth year (P4) Doctor of Pharmacy (PharmD) students' knowledge and confidence related to substance use disorders (SUD), harm reduction, and co-occurring psychiatric conditions. Methods. Beginning in 2020, a 62-item assessment was developed and administered to P4 students at the beginning and end of the six-week APPE. The assessment tested knowledge in 10 content areas related to SUD, harm reduction, and cooccurring disorders. Students also ranked their confidence providing care related to each content area. The postassessment included a free text item to provide feedback on the APPE experience. Descriptive statistics and paired t-tests were used to analyze the data. Results. Complete pre-and post-assessments were obtained from all participating students (n=7). The mean cumulative knowledge score increased from 55.2% to 81.5% and the mean cumulative confidence score improved from 34.2% to 81.8%. Free text responses garnered positive feedback from students stating the APPE allowed them to immerse themselves in all stages of the recovery process, increase confidence in presentation skills with patients, and solidified their passion for addiction medicine. Conclusion.A novel APPE in addiction medicine addressed a current gap in pharmacy education, earned positive evaluations from student pharmacists, increased student knowledge and confidence related to SUD, harm reduction, and co-occurring disorders, and supported the development of new interprofessional collaborations. United States colleges of pharmacy that do not yet offer APPEs in this clinical domain should consider this model.

show abstract

“…A 2015 survey of US pharmacy programs found that 94% had curriculum addressing SUDs; however, the mean number of hours (2.7) was less than the 4 hours recommended by the American Association of Colleges of Pharmacy. 3 A 2017 survey 4 found that all medical schools that responded included content on pain and SUD, and a 2009 survey 5 of dental programs found that 73% addressed SUDs. Despite some health professional programs including SUD education in their curricula, students infrequently learn from a rigorous evidencebased SUD curriculum, [6][7][8] and the content likely varies across disciplines.…”

Section: Introductionmentioning

confidence: 99%

Experiences and opinions of health professional students participating in an opioid use disorder educational event

Winstanley¹,

Baugh²,

Garofoli³

et al. 2020

Mental Health Clinician

Self Cite

View full text Add to dashboard Cite

Introduction The objectives of this study were to describe health professional students' experiences and opinions about patients with opioid-use disorder (OUD), to summarize evaluation results from an OUD educational event and to compare results by sex, discipline, and clinical experience. Methods The OUD educational event lasted 75 minutes and covered the epidemiology of the opioid epidemic, evidence-based prevention and treatment services, stigma, and recommendations on how to improve care. An anonymous pre-event survey collected information on attendees' experiences and opinions about patients with OUD. The postevent survey collected information on the attendees' evaluation of the event. Results Forty percent of students reported having a friend or family member who has/had an OUD. A minority (29.1%) reported that they would be uncomfortable working with patients with OUD or would prefer not to interact with patients with OUD (27.7%). Overall, the event evaluation results were very positive, and 85.5% reported that the information would change or influence their clinical practices. The open-ended responses found that the content was informative (n = 36); the attendees liked the inclusion of statistics (n = 19) and that the content was locally focused (n = 13). Discussion Health professional students participating in this event had fewer negative opinions of patients with OUD than previous research has found, and this may, in part, be explained by their personal experiences. Overall, health professional students want to learn more about patients with OUD.

show abstract

Surveys of substance use disorders education in US pharmacy programs

Cited by 23 publications

References 6 publications

An Artistic Active-Learning Approach to Teaching a Substance Use Disorder Elective Course

An Artistic Active-Learning Approach to Teaching a Substance Use Disorder Elective Course

Description and Evaluation of a Pilot Advanced Pharmacy Practice Experience in Addiction Medicine

Experiences and opinions of health professional students participating in an opioid use disorder educational event

Contact Info

Product

Resources

About