| Autor: |
Mort SC; Department of Medicine, Ohio University Heritage College of Osteopathic Medicine, Athens, Ohio, USA.; The Graduate College, Translational Biomedical Sciences Program, Ohio University, Athens, Ohio, USA., Díaz SR; Dean's Office of Medical Education, Northeast Ohio Medical University College of Medicine, Rootstown, Ohio, USA., Beverly EA; Department of Primary Care, Ohio University Heritage College of Osteopathic Medicine, Athens, Ohio, USA.; The Diabetes Institute, Ohio University, Athens, Ohio, USA. |
| Jazyk: |
angličtina |
| Zdroj: |
Teaching and learning in medicine [Teach Learn Med] 2021 Apr-May; Vol. 33 (2), pp. 196-209. Date of Electronic Publication: 2020 Nov 16. |
| DOI: |
10.1080/10401334.2020.1820869 |
| Abstrakt: |
Context: All first- and second-year (i.e., pre-clinical) medical students at a large, Midwestern medical school with three campuses were invited to participate in a two-arm, parallel educational study comparing the efficacy of two types of curricular interventions. Students at the main campus attended the modified contact-based education panel or the didactic lecture in person, while students at the two distance campuses attended the modified contact-based education or lecture remotely using the University's videoconferencing system. Impact: A total of 109 students participated in the study (average age 24.2 years ( SD = 2.6), 64.2% female, 79.8% white, 56.0% second-year students, 67.9% attended on main campus, lecture = 52 participants, modified contact-based = 57 participants). Baseline responses were similar across groups. Following the session, participants in both interventions rated drug abuse (percent increase = 21.2%, p < .001) and prescription drug diversion (percent increase = 7.6%, p = .004) as more serious problems. Participants from both interventions expressed increased confidence in caring for patients with OUD (percent increase = 45.5%, p < .001) and increased interest in pursuing MAT training (percent increase = 21.5%, p = .04). Both curricular interventions were equally effective at reducing OUD stigma with a significant 8.2% decrease in total stigma scores and a large effect size ( p < .001, η p 2 = .34). Lastly, participants with lower post-assessment OUD stigma scores were more likely to indicate that they would pursue additional training to provide MAT ( p = .02). Lessons learned: Exposure to opioid-specific education with a focus on MAT and recovery, regardless of education type, positively affected opioid-related postgraduate intentions and reduced OUD stigma. Notably, these findings suggest that there are multiple efficacious techniques to reduce OUD stigma during preclinical training. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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