Effectiveness and Organization of Addiction Medicine Training Across the Globe

Ayu, Astri Parawita; Schellekens, Arnt; Iskandar, Shelly; Pinxten, Lucas; Jong, C.A.J. de

doi:10.1159/000381671

Cited by 50 publications

(78 citation statements)

References 63 publications

(220 reference statements)

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“…1115 Despite the traditional neglect of addiction medicine in medical curricula, our findings suggest that providing this type of experiential learning in a hospital may be a novel component in the longitudinal education of healthcare providers that could improve the knowledge base and treatment skills of physicians in training. 4 …”

Section: Discussionmentioning

confidence: 99%

Impact of a Brief Addiction Medicine Training Experience on Knowledge Self-Assessment among Medical Learners

et al. 2017

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Background Implementation of evidence-based approaches to the treatment of various substance use disorders is needed to tackle the existing epidemic of substance use and related harms. Most clinicians, however, lack knowledge and practical experience with these approaches. Given this deficit, the authors examined the impact of an inpatient elective in addiction medicine amongst medical trainees on addiction-related knowledge and medical management. Methods Trainees who completed an elective with a hospital-based Addiction Medicine Consult Team (AMCT) in Vancouver, Canada from May 2015–May 2016, completed a nine-item self-evaluation scale before and immediately after the elective. Results A total of 48 participants completed both pre and post AMCT elective surveys. On average, participants were 28 years old (Inter Quartile Range [IQR] = 27–29), and contributed 20 days (IQR = 13–27) of clinical service. Knowledge of addiction medicine increased significantly post elective [mean difference (MD) = 8.63, standard deviation (SD) = 18.44; P = 0.002]. The most and the least improved areas of knowledge were relapse prevention and substance use screening, respectively. Conclusions Completion of a clinical elective with a hospital-based Addiction Medicine Consult Team appears to improve medical trainees’ addiction-related knowledge. Further evaluation and expansion of addiction medicine education is warranted to develop the next generation of skilled addiction care providers.

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Section: Discussionmentioning

confidence: 99%

Impact of a Brief Addiction Medicine Training Experience on Knowledge Self-Assessment among Medical Learners

et al. 2017

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“…It has been shown that reflective teaching methods can effectively improve attitudes towards and perceptions of addicted patients among medical doctors [5]. Similarly, few studies explored the effect of interventions aiming to influence illness perceptions among patients [25].…”

Section: Discussionmentioning

confidence: 99%

“…It is well known that training in addiction and SUD topics is very effective in improving knowledge and attitudes in students in professional education, such as medicine, psychology and nursing [5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Illness Perceptions of Addiction and Substance Use Patterns among Psychology Students

Ayu

Jong²,

Pinxten³

et al. 2016

J Child Adolesc Behav

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“…4 With the prevailing variation of addiction medicine education, worldwide, there is a need of competent physicians in addiction. However, it is unknown which core competencies should be covered in every curriculum.…”

Section: Introductionmentioning

confidence: 99%

Core Addiction Medicine Competencies for Doctors: An International Consultation on Training

et al. 2017

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Background Despite the high prevalence of substance use disorders, associated comorbidities, and the evidence base upon which to base clinical practice, most health systems have not invested in standardized training of health care providers in addiction medicine. As a result, people with substance use disorders often receive inadequate care, at the cost of quality of life and enormous direct health care costs and indirect societal costs. Therefore, this study was undertaken to assess the views of international scholars, representing different countries, on the core set of addiction medicine competencies that need to be covered in medical education. Methods A total of 13 members of the International Society of 20 Addiction Medicine (ISAM), from 12 different countries (37% response rate), were interviewed over Skype, e-mail survey, or in person at the annual conference. Content analysis was used to analyze interview transcripts, using constant comparison methodology. Results We identified recommendations related to the core set of the addiction medicine competencies at 3 educational levels: (i) undergraduate, (ii) postgraduate, and (iii) continued medical education (CME). The participants described broad ideas, such as knowledge/skills/attitudes towards addiction to be obtained at undergraduate level, or knowledge of addiction treatment to be acquired at graduate level, as well as specific recommendations, including the need to tailor curriculum to national settings and different specialties. Conclusions Although it is unclear whether a global curriculum is needed, a consensus on a core set of principles for progression of knowledge, attitudes, and skills in addiction medicine to be developed at each educational level amongst medical graduates would likely have substantial value.

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Effectiveness and Organization of Addiction Medicine Training Across the Globe

Cited by 50 publications

References 63 publications

Impact of a Brief Addiction Medicine Training Experience on Knowledge Self-Assessment among Medical Learners

Impact of a Brief Addiction Medicine Training Experience on Knowledge Self-Assessment among Medical Learners

Illness Perceptions of Addiction and Substance Use Patterns among Psychology Students

Core Addiction Medicine Competencies for Doctors: An International Consultation on Training

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