Baylor SBIRT Medical Residency Training Program: Model Description and Initial Evaluation

Bray, James H.; Kowalchuk, Alicia; Waters, Vicki; Laufman, Larry; Shilling, Elizabeth H

doi:10.1080/08897077.2011.640160

Cited by 22 publications

(43 citation statements)

References 18 publications

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“…23,31 The values reported in this study correspond to those observed by other SBIRT/MI residency training programs. 32,33 Residents' satisfaction with SBIRT/MI training is important.…”

Section: Discussionsupporting

confidence: 49%

Screening, Brief Intervention, Referral to Treatment (SBIRT), and Motivational Interviewing for PGY-1 Medical Residents

Agley¹,

Gassman²,

DeSalle³

et al. 2014

Journal of Graduate Medical Education

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Background Screening, brief intervention, and referral to treatment (SBIRT) for alcohol use in primary care—often using motivational interviewing (MI)—is an effective preventive service. Medical residency programs have begun offering training in these areas, but little research has been conducted to examine the impact of SBIRT/MI training length on residents' satisfaction, affect, and behavioral intentions. Objective We measured residents' satisfaction with their training in addition to variables shown in previous research to predict medical professionals' intention to perform SBIRT. Methods This study focused on 2 SBIRT/MI training structures: a 4- to 6-hour training using didactic, experiential, and interactive methods and a brief 1-hour session explaining the same principles in a noninteractive format. Immediately following each training intervention, participating residents from internal medicine (IM), pediatrics (PEDS), medicine-pediatrics (IM-PEDS), and emergency medicine (EM) programs completed a 22-item instrument derived from established questionnaires; responses to each item were dichotomized, and comparisons were conducted between the training groups using Fisher exact test. Results Of 80 participating residents, 59 IM, PEDS, and IM-PEDS residents completed the longer training, and 21 EM residents completed the shorter training. All participating residents reported high levels of satisfaction, although EM residents were comparatively less satisfied with their shorter training session. Conclusions Both SBIRT/MI training structures were feasible and were accepted by learners, although the 2 groups' perceptions of the training differed. Future research into the underlying causes of these differences may be useful to the application of SBIRT/MI training during residency.

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“…23,31 The values reported in this study correspond to those observed by other SBIRT/MI residency training programs. 32,33 Residents' satisfaction with SBIRT/MI training is important.…”

Section: Discussionsupporting

confidence: 49%

Screening, Brief Intervention, Referral to Treatment (SBIRT), and Motivational Interviewing for PGY-1 Medical Residents

Agley¹,

Gassman²,

DeSalle³

et al. 2014

Journal of Graduate Medical Education

View full text Add to dashboard Cite

show abstract

“…7 We previously described the implementation of the SBIRT training program with family medicine, general internal medicine, and psychiatry residents that focused on adult patients. 16 The results showed overall satisfaction with the SBIRT training program and regular use in patient care. This paper describes an implementation of the program with pediatric residents and the tailoring of content to the specific care needs of the adolescent population and their families.…”

Section: Introductionmentioning

confidence: 91%

“…The instrument was pilot tested and evaluated for face validity by BCM SBIRT Residency Training Project core team, SBIRT resident and faculty champions, and an MI consultant. 16 …”

Section: Sbirt Self-evaluation Questionnairementioning

confidence: 97%

Baylor Pediatric SBIRT Medical Residency Training Program: Model Description and Evaluation

et al. 2014

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“…23 Grantee institutions developed training curricula tailored to meet the core SBIRT competencies and skills. Training components used among the SAMHSA grantees, include some or all of the following components with motivational interviewing techniques: didactics, online and web-based content, clinical skills assessment with a standardized patient, and patient encounters within medical specialty settings.…”

Section: Introductionmentioning

confidence: 99%

Impact of a Multicomponent Screening, Brief Intervention, and Referral to Treatment (SBIRT) Training Curriculum on a Medical Residency Program

et al. 2016

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Background Substance-related disorders are a growing problem in the United States. The patient-provider setting can serve as a crucial environment to detect and prevent at-risk substance use. Screening, brief intervention, and referral to treatment (SBIRT) is an integrated approach to deliver early intervention and treatment services for persons who have or are at-risk for substance related disorders. SBIRT training components can include online modules, in-person instruction, practical experience, and clinical skills assessment. This paper will evaluate the impact of multiple modes of training on acquisition of SBIRT skills as observed in a clinical skills assessment. Methods Residents were part of an SBIRT training program, from 2009 through 2013, consisting of lecture, role play, online modules, patient encounters, and clinical skills assessment (CSA). Differences were assessed across satisfactory and unsatisfactory CSA performance. Results 70% of the residents satisfactorily completed CSA. Demographics, type of components completed, and number of components completed were similar among residents that demonstrated satisfactory clinical skills compared to those that did not. All components of the training program were accepted equally across specialties and resident matriculation cohorts. Conclusion The authors conclude that the components employed in SBIRT training do not have to be numerous, or of a particular mode of training, in order to see observable demonstration of SBIRT skills among medical residents. Thus residency educators who have limited time or resources may utilize as few as one mode of training to effectually disseminate SBIRT skills among healthcare providers. As SBIRT continues to evolve as a promising tool to address at-risk substance-related disorders it is critical to train medical residents and other health professionals.

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Baylor SBIRT Medical Residency Training Program: Model Description and Initial Evaluation

Cited by 22 publications

References 18 publications

Screening, Brief Intervention, Referral to Treatment (SBIRT), and Motivational Interviewing for PGY-1 Medical Residents

Screening, Brief Intervention, Referral to Treatment (SBIRT), and Motivational Interviewing for PGY-1 Medical Residents

Baylor Pediatric SBIRT Medical Residency Training Program: Model Description and Evaluation

Impact of a Multicomponent Screening, Brief Intervention, and Referral to Treatment (SBIRT) Training Curriculum on a Medical Residency Program

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