What is the effectiveness of the DrinksRation smartphone application on modifying alcohol use behaviour in Service personnel at risk of alcohol-related harm?

King, Kate; King, Kate

doi:10.1186/isrctn14977034

Cited by 1 publication

(2 citation statements)

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“…The scaffolding provided by understanding and applying harm reduction principles can help mitigate the inevitable lag in relevance of curricular content to the fluctuating realities of the drug market in the United States. This lag is evident in the curricula we reviewed as we did not find explicit discussion of polysubstance use [ 73 , 74 , 104 , 105 ], content unique to substances other than opioids (e.g., cocaine, methamphetamines, alcohol) [ 106 , 107 ], or the increasing adulteration of the unregulated drug supply with fentanyl and xylazine, which are all current and rapidly evolving issues [ 108 – 110 ]. Collaborating directly with PWUD on curricula content creation and instruction (e.g., patient panels, patient-ran education sessions) can ensure the relevance and timeliness of curricula; strategies that were overall underutilized in the articles reviewed.…”

Section: Discussionmentioning

confidence: 99%

“…This narrows learners’ skillsets because many advanced harm reduction practices require a basic understanding of the reality of patients’ ongoing substance use and are best practiced with harm reduction principles. Timely topics such as polysubstance use [ 73 , 74 , 104 , 105 ], harm reduction for substances other than opioids [ 106 , 107 ], and the increasing adulteration of the unregulated drug supply with fentanyl and xylazine [ 108 – 110 ] are absent, and we urge curriculum developers to collaborate with patients who are actively using drugs to mitigate this lag in relevancy. Demonstration of communication and critical application skills and creation of opportunities for trainees to integrate this knowledge into their practice should be priorities when designing curricula format.…”

Section: Discussionmentioning

confidence: 99%

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Harm reduction in undergraduate and graduate medical education: a systematic scoping review

Smith,

Shah,

Adamczyk

et al. 2023

BMC Med Educ

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Background Substance use increasingly contributes to early morbidity and mortality, which necessitates greater preparation of the healthcare workforce to mitigate its harm. The purpose of this systematic scoping review is to: 1) review published curricula on harm reduction for substance use implemented by undergraduate (UME) and graduate medical education (GME) in the United States and Canada, 2) develop a framework to describe a comprehensive approach to harm reduction medical education, and 3) propose additional content topics for future consideration. Methods PubMed, Scopus, ERIC: Education Resources Information Center (Ovid), and MedEdPORTAL were searched. Studies included any English language curricula about harm reduction within UME or GME in the United States or Canada from 1993 until Nov 22, 2021. Two authors independently reviewed and screened records for data extraction. Data were analyzed on trainee population, curricula objectives, format, content, and evaluation. Results Twenty-three articles describing 19 distinct educational programs across the United States were included in the final sample, most of which created their own curricula (n = 17). Data on educational content were categorized by content and approach. Most programs (85%) focused on introductory substance use knowledge and skills without an understanding of harm reduction principles. Based on our synthesis of the educational content in these curricula, we iteratively developed a Harm Reduction Educational Spectrum (HRES) framework to describe curricula and identified 17 discrete content topics grouped into 6 themes based on their reliance on harm reduction principles. Conclusions Harm reduction is under-represented in published medical curricula. Because the drug supply market changes rapidly, the content of medical curricula may be quickly outmoded thus curricula that include foundational knowledge of harm reduction principles may be more enduring. Students should be grounded in harm reduction principles to develop the advanced skills necessary to reduce the physical harm associated with drugs while still simultaneously recognizing the possibility of patients’ ongoing substance use. We present the Harm Reduction Educational Spectrum as a new framework to guide future healthcare workforce development and to ultimately provide the highest-quality care for patients who use drugs.

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