Interprofessional Substance Use Disorder Education in Health Professions Education Programs: A Scoping Review

Muzyk, Andrew J.; Smothers, Zachary; Andolsek, Kathryn M.; Bradner, Melissa; Bratberg, Jeffrey; Clark, Seth; Collins, Kathryn; Greskovic, Gerard A.; Gruppen, Larry D.; MacEachern, Mark; Ramsey, Susan E.; Veve, Jennifer Ruiz; Tetrault, Jeanette M.

doi:10.1097/acm.0000000000003053

Cited by 35 publications

(43 citation statements)

References 29 publications

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“…This descriptive study adds to the body of evidence of substance use disorder education in the health professions, 20,21 and more specifically in dental education. As indicated in the findings of this study, a significant number of U.S. dental schools have implemented curricular and clinical changes in response to the opioid epidemic.…”

Section: Discussionmentioning

confidence: 95%

Curricular and clinical approaches to addressing the opioid epidemic: Results from the 2019 ADEA opioid dental school survey

Escontrías

Istrate

Stewart

2020

Journal of Dental Education

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Purpose/objectives Dental educators have played a critical role in addressing the opioid public health crisis. Methods The American Dental Education Association (ADEA) conducted a semi‐structured survey with all 66 accredited U.S. dental schools in 2019. The survey was organized into four modules to facilitate response and descriptive statistics and qualitative thematic analyses were performed. Results Seventy percent of the dental schools consented to participate. Each module varied in response rate: curricular (Module 1, 48%), clinical (Module 2, 47%), implemented curricular/clinical changes (Module 3, 56%), and willingness to participate in future studies (Module 4, 47%). The survey revealed that 87% of respondent dental schools have implemented curricular changes or curricular changes were in process in response to the opioid epidemic. Ninety‐three percent of responding schools reported making clinical changes or that clinical changes were in process. Schools reported two factors that most frequently influence changes made: the adoption of state‐specific regulations/mandates and the Commission on Dental Accreditation (CODA) Standard 2‐24e, which requires competency in prescription practices on substance use disorders. An analysis of the open‐ended questions found four overarching themes to curricular changes, in order of frequency: didactic curriculum; integration of opioid epidemic subject matter experts in curricula; Screening, Brief, Intervention, and Referral to Treatment (SBIRT) training; and prescription guidelines. Similarly, four overarching themes were identified for clinical changes: protocol and policy development, Prescription Drug Monitoring Programs (PDMP), faculty and provider education, and prescription guidelines. Conclusions This research shows that dental educators are working to ensure that new dental professionals gain the necessary competencies in substance abuse, specifically related to opioids, to prevent and minimize prescription drug misuse.

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Section: Discussionmentioning

confidence: 95%

Curricular and clinical approaches to addressing the opioid epidemic: Results from the 2019 ADEA opioid dental school survey

Escontrías

Istrate

Stewart

2020

Journal of Dental Education

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“…We included 101 studies (See Appendix for a diagram of the inclusion process) 18‐118 . On average 10.1 scoping reviews (SD = 13.1, median = 4, range 0‐42) were published annually (See Appendix ) with the most published in 2019 (n = 42; 41.6%).…”

Section: Resultsmentioning

confidence: 99%

“…While not all scoping reviews had available citation data, those that did (n = 89) were cited, on average, 6.4 times (SD = 11.7, median = 2, range 0‐61) 19‐23,25‐32.34‐37,39,40,44‐46,48‐58,60‐71,73‐81,83‐90,92‐118 . Eighteen articles (17.8%) had not been cited 19‐23,25,26,28‐31,37,39,45,53,54,78,88 ; of those, 10 (55.6%) 19‐23,25,26,28,37,54 were published after 2019.…”

Section: Resultsmentioning

confidence: 99%

Scoping reviews in medical education: A scoping review

et al. 2020

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Objectives Over the last two decades, the number of scoping reviews in core medical education journals has increased by 4200%. Despite this growth, research on scoping reviews provides limited information about their nature, including how they are conducted or why medical educators undertake this knowledge synthesis type. This gap makes it difficult to know where the field stands and may hamper attempts to improve the conduct, reporting and utility of scoping reviews. Thus, this review characterises the nature of medical education scoping reviews to identify areas for improvement and highlight future research opportunities. Method The authors searched PubMed for scoping reviews published between 1/1999 and 4/2020 in 14 medical education journals. The authors extracted and summarised key bibliometric data, the rationales given for conducting a scoping review, the research questions and key reporting elements as described in the PRISMA‐ScR. Rationales and research questions were mapped to Arksey and O'Malley's reasons for conducting a scoping review. Results One hundred and one scoping reviews were included. On average, 10.1 scoping reviews (SD = 13.1, median = 4) were published annually with the most reviews published in 2019 (n = 42). Authors described multiple reasons for undertaking scoping reviews; the most prevalent being to summarise and disseminate research findings (n = 77). In 11 reviews, the rationales for the scoping review and the research questions aligned. No review addressed all elements of the PRISMA‐ScR, with few authors publishing a protocol (n = 2) or including stakeholders (n = 20). Authors identified shortcomings of scoping reviews, including lack of critical appraisal. Conclusions Scoping reviews are increasingly conducted in medical education and published by most core journals. Scoping reviews aim to map the depth and breadth of emerging topics; as such, they have the potential to play a critical role in the practice, policy and research of medical education. However, these results suggest improvements are needed for this role to be fully realised.

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“…Only two scoping reviews were registered and provided links to a submitted protocol. 32,33 Protocol registration was established to increase transparency in review practices and has been associated with increased review quality. 42 Additionally, protocol registration can eliminate researchers from embarking on a review already underway.…”

Section: Discussionmentioning

confidence: 99%

“…Thirteen reviews (12.9%) cited following the PRISMA, 31 and five (5.0%) the PRISMA-ScR. 13,[32][33][34][35][36] Table 3 summarizes the components of the PRISMA-ScR present in the included scoping reviews. For details by study, see https://doi.org/10.6084/m9.figshare.12699698.v1.…”

Section: Figure 1: Flow Diagram Of Study Inclusion Processmentioning

confidence: 99%

Scoping reviews in medical education: A scoping review

Maggio

Larsen

Costello

et al. 2020

Preprint

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PurposeThe purpose of this study was to characterize the extent, range, and nature of scoping reviews published in core medical education journals. In so doing, the authors identify areas for improvement in the conduct and reporting of scoping reviews, and highlight opportunities for future research.MethodThe authors searched PubMed for scoping reviews published between 1999 through April 2020 in 14 medical education journals. From each review, the authors extracted and summarized key bibliometric data, the rationales given for conducting a scoping review, the research questions, and key reporting elements as described in the PRISMA-ScR reporting guidelines. Rationales and research questions were mapped to the reasons for conducting a scoping review, as described by Arksey and O’Malley.ResultsOne hundred and one scoping reviews were included. On average 10.1 scoping reviews (MED=4, SD=13.08) were published annually with the most reviews published in 2019 (n=42) in 13 of the included 14 journals reviewed. Academic Medicine published the most scoping reviews (n=28) overall. Authors described multiple reasons for undertaking scoping reviews, including to: summarize and disseminate research findings (n=77); examine the extent, range, and nature of research activity in a given area (n=74); and to analyze an emerging topic or heterogenous literature base (n=46). In 11 reviews there was alignment between the rationales for the scoping review and the stated research questions. No review addressed all elements of the PRISMA-ScR, with only a minority of authors publishing a protocol (n=2) or including stakeholders (n=20). Authors identified several shortcomings of scoping review methodology, including being unable to critically assess the included studies.ConclusionsMedical educators are increasingly conducting scoping reviews with a desire to characterize the literature on a topic. There is room for improvement in the reporting of scoping reviews, including the alignment of research questions, the creation and publishing of protocols, and the inclusion of external stakeholders in published works.

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Interprofessional Substance Use Disorder Education in Health Professions Education Programs: A Scoping Review

Cited by 35 publications

References 29 publications

Curricular and clinical approaches to addressing the opioid epidemic: Results from the 2019 ADEA opioid dental school survey

Curricular and clinical approaches to addressing the opioid epidemic: Results from the 2019 ADEA opioid dental school survey

Scoping reviews in medical education: A scoping review

Scoping reviews in medical education: A scoping review

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