Training medical students in opioid overdose prevention and response: Comparison of In-Person versus online formats

Moses, Tabitha E.H.; Moreno, Jessica L.; Greenwald, Mark K.; Waineo, Eva

doi:10.1080/10872981.2021.1994906

Cited by 13 publications

(26 citation statements)

References 31 publications

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“…Four studies reported an increase in knowledge about the use of naloxone and the opioid poisoning epidemic (26,37,45,46), and one reported no difference (39). Two papers reported improved attitudes toward naloxone use and distribution (37,46), while another reported no difference after the training (39). Two papers reported that most participants are comfortable with a virtual format but would prefer in-person training (26,46).…”

Section: Videoconferencing (N=7)mentioning

confidence: 99%

“…Two papers reported improved attitudes toward naloxone use and distribution (37,46), while another reported no difference after the training (39). Two papers reported that most participants are comfortable with a virtual format but would prefer in-person training (26,46).…”

Section: Videoconferencing (N=7)mentioning

confidence: 99%

“…The included studies reported on limitations in their designs. Commonly reported limitations included lack of generalizability of their study results, reported in 21 studies (23)(24)(25)(26)(27)(28)(29)(30)(31)(36)(37)(38)(39)(44)(45)(46)(47)(48)(49)(50)52,54). A frequent obstacle reported in 12 studies is small sample size, which ranged from six to 313 participants per group (25)(26)(27)30,31,36,37,42,45,48,51).…”

Section: Limitationsmentioning

confidence: 99%

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Virtual and remote opioid poisoning education and naloxone distribution programs: a scoping review

dos Santos,

Nipun,

Subic

et al. 2023

Preprint

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The opioid poisoning crisis is a complex and multi-faceted global epidemic with far-reaching public health effects. Opioid Poisoning Education and Naloxone Distribution (OPEND) programs destigmatize and legitimize harm reduction measures while increasing participants’ ability to administer naloxone and other life-saving interventions in opioid poisoning emergencies. While virtual OPEND programs existed prior to the COVID-19 pandemic and were shown to be effective in improving knowledge of opioid poisoning response, they were not widely implemented and evaluated. The COVID-19 pandemic brought both urgent and sustained interest in virtual health services, including harm reduction interventions and OPEND programs.We aimed to assess the scope of literature related to fully virtual OPEND programming, with or without naloxone distribution, worldwide. A search of the literature was conducted and yielded 7,722 articles, of which 31 studies fit the inclusion criteria. Type and content of the educational component, duration of training, scales used, and key findings were extracted and synthesized. Our search shows that virtual and remote OPEND programs appear effective in increasing knowledge, confidence, and preparedness to respond to opioid poisoning events while improving stigma regarding people who use substances. This effect is shown to be true in a wide variety of populations but is significantly relevant when focused on laypersons. Interventions ranged from the use of videos, websites, telephone calls, and virtual reality simulations. A lack of consensus was found regarding the duration of the activity and the scales used to measure its effectiveness. Despite increasing efforts, access remains an issue, with most interventions addressing White people in urban areas. These findings provide insights for planning, implementation, and evaluation of future virtual and remote OPEND programs.Author SummaryFacing a global health challenge, the opioid poisoning crisis affects individuals across all communities, ages, and socioeconomic groups, leading to high fatality rates. Educational programs addressing opioid poisoning have emerged as life-saving and cost-effective interventions. This review focuses on these programs conducted in a virtual setting, eliminating the need for in-person contact between staff and participants. We have identified and summarized evidence about the outcomes of these programs, which may include naloxone distribution. Our findings offer valuable insights for planning, implementing, and evaluating such programs. Furthermore, we highlight gaps in current knowledge, paving the way for future research.

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Section: Videoconferencing (N=7)mentioning

confidence: 99%

Section: Videoconferencing (N=7)mentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

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Virtual and remote opioid poisoning education and naloxone distribution programs: a scoping review

dos Santos,

Nipun,

Subic

et al. 2023

Preprint

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“…It has been shown that online OORT programs can be equally as effective as in-person OORT programs in a population of medical school students [22]. In another study, either in-person or through a live, online platform, ranging from 2-3 h a sample of 381 participants demonstrated improvement in OOAS items, along with measures of knowledge and stigma toward opioid use disorder (OUD) [23].…”

Section: Introductionmentioning

confidence: 99%

“…In consideration of earlier studies, it is readily apparent that significant research has been done around online versus in-person opioid overdose education and its effects on certain demographic subgroups. However, there has yet to be a study with an educational intervention less than 20 min, without a live instructor [22,24].…”

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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Integrating Training in Opioid Overdose Response in Medical Schools’ Curricula: A Systematic Review

Drake,

Patha,

Rivera

et al. 2024

Med.Sci.Educ.

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Training medical students in opioid overdose prevention and response: Comparison of In-Person versus online formats

Cited by 13 publications

References 31 publications

Virtual and remote opioid poisoning education and naloxone distribution programs: a scoping review

Virtual and remote opioid poisoning education and naloxone distribution programs: a scoping review

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

Integrating Training in Opioid Overdose Response in Medical Schools’ Curricula: A Systematic Review

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