A Complicated Opioid Overdose: A Simulation for Emergency Medicine Residents

Keenan, Michael; Schenker, Keith A.; Sarsfield, Matthew

doi:10.15766/mep_2374-8265.10616

Cited by 7 publications

(5 citation statements)

References 8 publications

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“…Maddry et al showed that emergency medicine residents had greater long‐term knowledge retention in clinical toxicology after a SBME training compared to a traditional lecture 27 . Similarly, Keenan et al and Thomas et al showed that emergency residents had increased comfort with managing respectively an opioid and lithium overdose after a SBME training 28,29 . Combined with the results of our study, these findings suggest that SBME could provide a valuable addition to the teaching repertoire of CPT teachers, especially since an increasing number of medical schools already have simulation mannequins available.…”

Section: Discussionsupporting

confidence: 80%

Feasibility and evaluation of high‐fidelity simulation education for acute clinical toxicology

Brinkman,

Wackwitz,

Donker

et al. 2024

Brit J Clinical Pharma

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To prepare medical students appropriately for the management of toxicological emergencies, we have developed a simulation‐based medical education (SBME) training in acute clinical toxicology. Our aim is to report on the feasibility, evaluation and lessons learned of this training. Since 2019, each year approximately 180 fifth‐year medical students are invited to participate in the SBME training. The training consists of an interactive lecture and two SBME stations. For each station, a team of students had to perform the primary assessment and management of an intoxicated patient. After the training, the students completed a questionnaire about their experiences and confidence in clinical toxicology. Overall, the vast majority of students agreed that the training provided a fun, interactive and stimulating way to teach about clinical toxicology. Additionally, they felt more confident regarding their skills in this area. Our pilot study shows that SBME training was well‐evaluated and feasible over a longer period.

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Section: Discussionsupporting

confidence: 80%

Feasibility and evaluation of high‐fidelity simulation education for acute clinical toxicology

Brinkman,

Wackwitz,

Donker

et al. 2024

Brit J Clinical Pharma

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“…However, very few curricula are focused on addressing opioid addiction in the ED setting, and none of the curricula published to date include detailed information about starting patients on buprenorphine. 9,10…”

Section: Introductionmentioning

confidence: 99%

Identification and Treatment of Opioid Withdrawal and Opioid Use Disorder in the Emergency Department

2020

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Introduction: Opioid addiction and misuse constitute a public health crisis in the United States. Recent research supports buprenorphine induction in the emergency department (ED) setting for patients with opioid use disorder (OUD). However, education regarding buprenorphine induction for emergency medicine (EM) physicians, residents, and students is still limited. Methods: We created a 1-hour introductory workshop for the identification and treatment of opioid withdrawal and OUD in the ED for medical students going into EM and for EM interns. The workshop consisted to two distinct curricular sections: (1) a didactic session providing an overview of the basic knowledge and skills to identify and treat patients with OUD in the ED and (2) a case-based session in which students worked through the identification of opioid withdrawal; discussion of opioid use with the patient, going through the steps of SBIRT (screening, brief intervention, and referral to treatment); and considerations when starting buprenorphine. The workshop was evaluated using a pre-and posttest examining medical knowledge around buprenorphine use in the ED. Results: A total of 48 students and interns participated in the curriculum. The students showed a significant improvement in medical knowledge between the pre-and posttests, with an average 45% higher score on the posttest (p < .001). Discussion: Our workshop resulted in a short-term improvement in medical students' and interns' knowledge of the identification and treatment of patients with OUD in the ED.

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“…This workshop fills a unique gap in the available medical education curricula as it is associated with bystander naloxone distribution and can be accomplished in 15 minutes. A search of MedEdPORTAL using the keyword naloxone identified three unique publications: One includes naloxone training within a larger multiday substance use disorder training session for students, 11 another discusses an adverse event for pulmonary edema after naloxone administration, 12 and the third addresses indications for naloxone for inpatient opioid reversal. 13 While there is literature on the importance of naloxone training for medical trainees, 14 our curriculum is unique in that it is a standalone brief workshop whose primary focus is on naloxone education for health care providers.…”

Section: Introductionmentioning

confidence: 99%

Rapid Naloxone Administration Workshop for Health Care Providers at an Academic Medical Center

et al. 2020

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Introduction: Opioid overdose is a growing problem in the US. Often, residents are first responders to community and in-hospital opioid overdoses, and so, hands-on naloxone administration education is necessary. While residents get a brief algorithm on suspected opioid overdose during their mandatory American Heart Association basic life support training, there is a lack of hands-on standardized curricula on how to administer this lifesaving medication. Methods: To fill this gap, we developed a hands-on workshop for medical trainees on how to respond to an opioid overdose. Trainees who completed our workshop left with a first-responder naloxone kit using the Massachusetts statewide open prescription. All attendees were asked to take a voluntary pre-and posttraining survey. Results: A total of 80 trainees from a variety of specialties and training levels participated in this workshop. We were able to successfully link the pre-and postdata of 29 participants. Trainees were assessed on comfort in administering naloxone as a first responder and in teaching patients how to administer naloxone (via a 5-point Likert scale) and on percentage of time they prescribed naloxone to high-risk patient populations. We saw statistically significant increases in comfort in using naloxone and comfort in teaching patients to administer naloxone. Discussion: This innovative curriculum provides an adaptable, short, and effective workshop with hands-on practice for medical trainees at a variety of training levels. The workshop can efficiently train future health care professionals how to approach an opioid overdose.

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A Complicated Opioid Overdose: A Simulation for Emergency Medicine Residents

Cited by 7 publications

References 8 publications

Feasibility and evaluation of high‐fidelity simulation education for acute clinical toxicology

Feasibility and evaluation of high‐fidelity simulation education for acute clinical toxicology

Identification and Treatment of Opioid Withdrawal and Opioid Use Disorder in the Emergency Department

Rapid Naloxone Administration Workshop for Health Care Providers at an Academic Medical Center

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