Implementation of a “Learner-Driven” Curriculum: An Screening, Brief Intervention, and Referral to Treatment (SBIRT) Interdisciplinary Primary Care Model

Abstract

Although screening, brief intervention, and referral to treatment (SBIRT) has been a popular model to address potential substance abuse issues in primary care, there is a need for innovative approaches for training providers and staff on SBIRT protocols. An interdisciplinary approach to SBIRT training, named ICARE, was implemented at 3 different medical settings. The ICARE team trained 85 employees at an academic family medicine residency center and 37 employees across 2 rural community health care clinics. Using an innovative "learner-driven" approach, the authors implemented a combination of didactic and interactive training strategies that included on-site coaching, patient simulation exercises, as well as large- and small-group learning.

A Scoping Review of Interdisciplinary Collaboration in Addictions Education and Training

“…Reported outcomes were typically preliminary, anecdotal, and limited to participants' general satisfaction with the initiative and/or self-reported confidence/ self-efficacy in applying new knowledge and skills (Iles-Shih et al, 2011;Marcus et al, 1999;Mihalynuk et al, 2007;Near & Martin, 2007;Stanton et al, 2012;Storti & Maranjian-Church, 1999;Tanner et al, 2012;Truncali et al, 2012). In several instances, however, more rigorous outcomes were reported.…”

“…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.…”

“…Furthermore, programs or initiatives were often framed as involving more than one discipline and/or listed the disciplines of the learners or faculty, but the specific ways in which this interdisciplinarity was manifested in curriculum development, learner interaction, or program activities, management, and evaluation were unclear (Stanton, Atherton, Toriello, & Hodgson, 2012;Tanner, Wilhelm, Rossie, & Metcalf, 2012;Truncali et al, 2012). In a related vein, interdisciplinary collaboration across various disciplines was often implied but rarely explicated.…”

“…Teaching modalities included lecture, case exemplars/clinical vignettes/ problem-based learning activities, objective structured clinical examinations/clinical role-playing with other learners or standardized patients, on-site coaching and feedback, and mentored research experiences. Most ICAE initiatives, particularly those for health professionals, explicitly invoked principles of adult learning and strove for a balance between didactic, experiential, and interactive learning experiences and included learner-driven curricula (Marcus et al, 1999;Stanton et al, 2012) and structured time for dialogue and reflection (Iles-Shih et al, 2011;Mihalynuk et al, 2007;Storti & Maranjian-Church, 1999;Wendler & Murdock, 2006).…”

“…The content of ICAE initiatives for all types of learners focused on a variety of addiction-related topics, including the biopsychosocial aspects of addiction (Near & Martin, 2007;Wendler & Murdock, 2006), SBIRT Madden et al, 2006;Stanton et al, 2012;Tanner et al, 2012), interdisciplinary teamwork strategies for addictions service or education delivery (Cobia et al, 1995;Storti & Maranjian-Church, 1999;Straussner et al, 2005), substance use and psychiatric dual diagnosis (Bailey, 2002), addictions recovery, and tobacco cessation and policy (Herie et al, 2012). In addition, several initiatives combined addictions content with formal interdisciplinary research training for health professional students and postlicensure health professionals (Meyer, Babor, & Hesselbrock, 1988;Truncali et al, 2012).…”