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

Abstract

This cost-effective faculty development program can serve as a model to increase educational programs on substance abuse at public universities, increase faculty research activities in the alcohol area, and increase clinical programs in university hospitals.

Efficacy of the telephone-based Brief Motivational Intervention for alcohol problems in Brazil

“…This interdisciplinary training model is based on the following educational principles: a) the repetition and reinforcement of major ideas, themes, and skills; b) group integration and linking of ideas throughout the course; c) continuous supervision; d) learner-centered teaching strategies; e) initial skill-based, small-group practice sessions that utilize role-playing and simulated or real cases; f) additional practice sessions in the call center under close supervision; and g) periodic testing and feedback. 15 Experienced substance abuse educators and drug abuse researchers with experience in the methods administered this 5-day, 40-hour training program. The counselors completed a written test in which a passing score was 7.0 or above.…”

Providing competency-based family medicine residency training in substance abuse in the new millennium: a model curriculum

“…It builds on lessons from past educational research and curriculum projects by adopting the substance abuse competencies defined by Project MAINSTREAM [74] and providing a comprehensive review of key topics, similar to Project SAEFP [1]. It integrates effective training approaches identified in previous studies such as combining didactics and interactive activities in skills training [54,69,70]; utilizing active learning strategies such as OSCE's, standardized patient interviews, team learning, and virtual patient exercises [71,75,76,79,81]; using multiple teaching interventions to reinforce concepts [54,79]; and creating a network of clinical mentors and role models [54]. Unique features of this curriculum include the fact that it is mapped to the core ACGME competencies and provides ways to address new challenges presented by U.S. resident work hour rules, racial and ethnic diversity among residents, and an emerging new model of primary care.…”

“…In an attempt to effect positive attitudinal change, repeated contact with recovering individuals (including recovering physicians), family members and treatment center personnel has been included. Active learning exercises such as role plays, simulated patient interviews, Objective Structured Clinical Exams (OSCE's) [75,76], and virtual patient modules [71] may be utilized to allow residents to practice and develop interview skills and "scripts" to use in patient encounters. Recovering patients may be recruited to serve as simulated patients in sessions where residents practice their resident interview skills [77,78].…”

Teaching physicians to address unhealthy alcohol use: A randomized controlled trial assessing the effect of a Web-based module on medical student performance

“…Skill-building seminars are resource-intensive, require faculty time, and vary in quality depending on the faculty leaders' experience and abilities. In addition, there is generally a limited number of faculty prepared to teach about substance use disorders (Bloom, 2005;Dove, 1999;Fleming et al, 1994;Manwell, Pfeifer, & Stauffacher, 2006). Web-based learning is positioned to address these barriers (Choules, 2007;.…”