Real‐Time Virtual Naloxone Training for Fourth Year Medical Students

Abstract

Introduction: Between 1999‐2018, almost 450,000 deaths have been attributed to opioid overdose. Co‐prescription of Naloxone with opioids, as well as implementation of Naloxone education and training, may substantially decrease morbidity and mortality related to opioid abuse. Nevertheless, resident physicians report low levels of comfort in prescribing Naloxone and difficulty discussing this topic with patients even when it directly relates to their care. Study Objective & Hypothesis: We designed and implemented a virtual Naloxone training session for fourth‐year medical students to prepare them for encounters with patients suffering from opioid overdose. We hypothesized that students participating in the session would report increased confidence in prescribing and using Naloxone. Methods: All fourth‐year medical students at Florida International University Herbert Wertheim College of Medicine (HWCOM, CO 2021, n=113) were offered participation in a voluntary, virtual Naloxone training session as well as access to a free Naloxone trainer kit. Of the 30 students who agreed to participate, 28 picked up their training kits, and 19 students participated in the session. Prior to the session, students completed a short voluntary pre‐session confidence survey. The session was conducted virtually via Zoom and consisted of an interactive PowerPoint presentation, an instructional video illustrating the use of the Naloxone kit, and an interactive real‐time simulated patient case. Students asked questions throughout and explanations and feedback were provided as necessary. Knowledge acquisition, confidence, and learner satisfaction were assessed through a voluntary post‐session survey. Results: All participants (n=19) completed the pre‐session survey and 94.7% of participants (n=18) completed the post‐session survey. On a 5‐point Likert scale (1‐Strongly Agree through 5‐Strongly Disagree) mean pre‐session confidence in assessing a patient with potential overdose was found to be 3.4 (SD 0.49), mean confidence in the proper delivery of Naloxone was 4.0 (SD 0.94), and mean confidence in the ability to continue management of a patient treated with Naloxone was 3.9 (SD 0.64). Post‐session agreement with the statement, “The workshop increased my ability to recognize, treat, and manage an opioid overdose” was found to be 1.1 (SD 0.29). 63% of participants (n=12) provided additional qualitative feedback. Conclusion: The implemented intervention improved student knowledge and confidence in the assessment and pharmacologic management of patients suffering from opioid overdose.