A national model of faculty development in addiction medicine

Abstract

Increasing the number of faculty with expertise in addiction medicine is one of the challenges facing the medical community in the 1990s. To meet this challenge, the Society of Teachers of Family Medicine created a faculty development course to increase the expertise of family practice faculty involved in teaching residents. The authors describe the development, implementation, and consequences of the five-day intensive course that was taught to 165 participants at ten sites in 1990. The participants' self-reporting before and three months after the course showed significant increases in the numbers of participants who taught addiction medicine in eight of 11 clinical situations. The authors conclude that the course represents a model of faculty development in addiction medicine that is applicable to other specialties and health professions.

An Interdisciplinary Faculty Development Model for the Prevention and Treatment of Alcohol Use Disorders

“…The instruments and research procedures had been designed for, and used in, previous faculty development projects (Fleming et al, 1992;Murray and Fleming, 1996). The outcome variables were treated as dichotomous variables (completed/not completed, implemented/not implemented).…”

“…Both Project SAEFP: Substance Abuse Education for Family Physicians (Fleming et al, 1992) and the Medical Education Model for the Prevention and Treatment of Alcohol Use Disorders (Fleming and Murray, 1998;Murray and Fleming, 1996) were originally designed for primary care faculty with limited time and resources to develop clinical, teaching, and research skills in a new area such as alcohol use disorders. The interdisciplinary training model was based on 7 educational principles:…”

“…The plans gave participants the opportunity to practice their new teaching, clinical, and research skills with their students, patients, and communities. These exercises have been successfully tested in other projects (Fleming et al, 1992;Murray and Fleming, 1996).…”

Teaching the NIATx Model of Process Improvement as an Evidence-Based Process

“…McEnrue (2002) utilized role play exercises where students engage in a mock real-life situation in the class-room that challenges their skill-set, followed by constructive feedback to help them develop (McEnrue, 2002). More advanced still is the approach taken by Fleming (1992), known as practicum-based design, where students work at an organization in the field for an extended period in order to develop the skills they are learning simultaneously in the classroom. Further exploration of the integration of SLT and more advanced elements of behavioral learning is made by Hess (2007) whose approach encourages student teams to create the workshops that make up the program, and engages them in practical problems based on real-life company scenarios.…”

Demographic and Practice Characteristics of Psychiatrists who Primarily Treat Patients with Substance Use Disorders

“…The trend will likely continue, since addiction fellowships have had difficulty in recruiting residents to ill their openings. Despite increases in training for addictions treatment during medical school and residency, the number of physicians who choose addiction psychiatry has been much lower than for other medical specialties, such as cancer or heart disease 14 . This trend may be related to the nature of the clinical practice of treating patients with SUD.…”