Knowing How and Showing How

Abstract

The problem use of alcohol causes over 100,000 deaths in the United States per year and has substantial negative impact on family structure, the economy and the criminal justice system. Screening and early treatment of individuals with problem use of alcohol by health professionals can significantly reduce mortality and morbidity (1-5). Students from all health and human service disciplines should have basic clinical training on the integration of substance use screening and assessment questions into routine encounters with patients/clients (6).The OSCE is a well-researched, experiential methodology most widely used in medical and nursing education as a tool for evaluating the demonstration of clinical competencies by stu-dents. During an OSCE, the student is placed in a brief, simulated assessment scenario with an actor who portrays a standardized patient. A faculty member observes as the assessment unfolds, noting on a performance checklist of discreet skills when the student manifests the competencies being evaluated. The checklist data forms a basis for grading (if an exam) or for feedback to the student if being used as an experiential teaching tool.

A Scoping Review of Interdisciplinary Collaboration in Addictions Education and Training

“…Some authors, however, were explicit about the forms of interdisciplinary collaboration occurring between learners or among health professional faculty organizers. These included interdisciplinary team-based problem-solving exercises and joint projects for learners (Cobia, Center, Buckhalt, & Meadows, 1995;Herie, Connolly, Voci, Dragonetti, & Selby, 2012;Storti & Maranjian-Church, 1999;Straussner et al, 2005;Wendler & Murdock, 2006) and, for health professional faculty, roles as development committee or task force members, expert trainers/co-teachers/mentors, and evaluators (Baez, Eckert-Norton, & Morrison, 2004;Herie et al, 2012;Madden et al, 2006;Marcus, Rickman, & Sobhan, 1999;Near & Martin, 2007;Storti & Maranjian-Church, 1999;Truncali et al, 2012).…”

“…Major facilitators included the availability of practical educational materials, mentorship, and resources/ funding for the initiative and support from colleagues, department, and institutional leaders (Baez et al, 2004;IlesShih et al, 2011;Marcus et al, 2005). Barriers and challenges included limited room for interprofessional education initiatives in already-full curricula; scheduling conflicts that compromised interdisciplinary productivity or student participation; retention/turnover among learners/faculty/community partners; limited funding or sharing funding across departments, lack of faculty recognition/reward for interdisciplinary teaching, and internal conflict across disciplines because of differing foci on goals and actions versus process and communication Madden et al, 2006;Marcus et al, 2005;Mihalynuk et al, 2007;Storti & Maranjian-Church, 1999;Tetrault et al, 2012;Truncali et al, 2012).…”

“…Barriers and challenges included limited room for interprofessional education initiatives in already-full curricula; scheduling conflicts that compromised interdisciplinary productivity or student participation; retention/turnover among learners/faculty/community partners; limited funding or sharing funding across departments, lack of faculty recognition/reward for interdisciplinary teaching, and internal conflict across disciplines because of differing foci on goals and actions versus process and communication Madden et al, 2006;Marcus et al, 2005;Mihalynuk et al, 2007;Storti & Maranjian-Church, 1999;Tetrault et al, 2012;Truncali et al, 2012). In addition, several authors raised that challenges related to the amount of discipline-specific content or approaches might be needed for interdisciplinary education in addictions, for example, creating a meaningful ''generic'' curriculum or managing content or teaching modalities that were incongruent with certain disciplines' paradigms or norms (Baez et al, 2004;Tetrault et al, 2012;Truncali et al, 2012).…”

“…Most articles contained positive anecdotal reports of general course or satisfaction evaluations; these learners enjoyed working under/with faculty and students from other disciplines and believed that the experience prepared them well for clinical practice and/or community partnerships (Baez et al, 2004;Iles-Shih et al, 2011;Mihalynuk et al, 2007;Near & Martin, 2007;Stanton et al, 2012;Tetrault et al, 2012;Truncali et al, 2012). Wendler and Murdock (2006) reported that participants found training on co-occurring disorders relevant and informative, were equally satisfied with peer-led and expert-led modules, and found the interdisciplinary training process to be particularly salient and enjoyable.…”