The substance abuse attitude survey: an instrument for measuring attitudes.

Chappel, John N.; Veach, Tracy L.; Krug, Ronald S.

doi:10.15288/jsa.1985.46.48

Cited by 169 publications

(113 citation statements)

References 7 publications

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“…The knowledge portion included 6 multiple-choice questions addressing SBIRT facts. The attitudes section consisted of 24 questions addressing substance use beliefs, 18,19 and the behaviors portion included 20 questions addressing the frequency with which residents performed substance userelated aspects of patient care for each substance type, using a 5-point Likert scale. The KAB also included 9 questions assessing confidence to perform SBIRT activities and 2 questions assessing readiness to screen and provide brief interventions, both using an 11-point Likert scale.…”

Section: Methodsmentioning

confidence: 99%

Online Versus In-Person Screening, Brief Intervention, and Referral to Treatment Training in Pediatrics Residents

Giudice¹,

Lewin²,

Welsh³

et al. 2015

Journal of Graduate Medical Education

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Background Pediatricians underestimate the prevalence of substance misuse among children and adolescents and often fail to screen for and intervene in practice. The American Academy of Pediatrics recommends training in Screening, Brief Intervention, and Referral to Treatment (SBIRT), but training outcomes and skill acquisition are rarely assessed. Objective We compared the effects of online versus in-person SBIRT training on pediatrics residents' knowledge, attitudes, behaviors, and skills. Methods Forty pediatrics residents were randomized to receive either online or in-person training. Skills were assessed by pre- and posttraining standardized patient interviews that were coded for SBIRT-adherent and -nonadherent behaviors and global skills by 2 trained coders. Thirty-two residents also completed pre- and postsurveys of their substance use knowledge, attitudes, and behaviors (KABs). Two-way repeated measures multivariate analyses of variance (MANOVAs) and analyses of variance (ANOVAs) estimates were used to assess group differences in skill acquisition and KABs. Results Findings indicated that both groups demonstrated skill improvement from pre- to postassessment. Results indicated that both groups increased their knowledge, self-reported behaviors, confidence, and readiness with no significant between-group differences. Follow-up univariate analyses indicated that, while both groups increased their SBIRT-adherent skills, the online training group displayed more “undesirable” behaviors posttraining. Conclusions The current study indicates that brief training, online or in-person, can increase pediatrics residents' SBIRT skills, knowledge, self-reported behaviors, confidence, and readiness. The findings further indicate that in-person training may have incremental benefit in teaching residents what not to do.

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Section: Methodsmentioning

confidence: 99%

Online Versus In-Person Screening, Brief Intervention, and Referral to Treatment Training in Pediatrics Residents

Giudice¹,

Lewin²,

Welsh³

et al. 2015

Journal of Graduate Medical Education

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show abstract

“…15,16,24 Unlike the questions used in previous studies, we modified our questions to specifically addressed buprenorphine. We included the following key variables:…”

Section: Questionnairementioning

confidence: 99%

Barriers to Obtaining Waivers to Prescribe Buprenorphine for Opioid Addiction Treatment Among HIV Physicians

et al. 2007

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“…Although questionnaires have been widely used to explore students' attitudes to a range of specific medical issues, such as HIV 56 and drug misuse 57 , those that examine generic attitudes may be of more general applicability. These include the doctor-patient scale 58 , which attempts to discriminate between attitudes that are considered to be doctor-centred and those that are patient-centred.…”

Section: Questionnairesmentioning

confidence: 99%

Professional attitudes: can they be taught and assessed in medical education?

2002

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-The medical profession is under increasing scrutiny with regard to the undesirable attitudes and behaviours of some of its members. Despite the setting of objectives for professional attitudes, it remains unclear how these can be taught and assessed. Having defined 'attitudes' , we consider some of the influences upon the development of professional attitudes within medicine. We then review possible ways of encouraging desirable attitudes and behaviours. Finally, we review and critique the main types of attitude assessment. We conclude that attitudes are complex, that the influence of medical culture is crucial, and that feasible assessment tools have yet to be developed. Key words: assessment, CPD, General MedicalCouncil, medical education, professional attitudes.The performance of doctors has come under increasing scrutiny in both the USA and the UK. This reflects the public's concern over what are perceived to be the inappropriate attitudes and behaviours of some members of the profession, together with an apparent lack of accountability. Sir Donald Irvine, President of the UK's General Medical Council (GMC), has called for a 'new professionalism' and has highlighted the fact that 'the public's unfulfilled expectations of doctors are crucially about attitudes' 1 . Similarly, in the USA, the definition of a profession (attributed to Supreme Court Justice Louis Brandels) stresses altruistic attitudes: 'A profession … cherishes performance … above personal rewards' 2 .How can medical students and doctors be encouraged to develop desirable attitudes? In the UK, medical schools have been revising their curricula in response to the recommendations published by the GMC in Tomorrow's doctors 3 . For the first time, the GMC has presented UK medical schools with a list of 'attitudinal objectives' that students are expected to have acquired and demonstrated by the time they graduate (Table 1). At postgraduate level, the GMC has published Good medical practice 4 , which contains a list of 14 'duties of a doctor' which are similar to, but not exactly the same as, the undergraduate attitudinal objectives ( Table 2). The GMC's approach to attitudes is not new. It mirrors aspects of 'the ideal internist' , a concept first put forward by the American Board of Internal Medicine (ABIM) in the 1970s 5 . More recently, the importance of attitudes has been reiterated in the USA in the form of learning objectives for medical student education. These have been proposed both by the Association of American Medical Colleges (AAMC) 6 and by a collaboration of the Society of General Internal Medicine (SGIM), the Clerkship Directors in Internal Medicine (CDIM) and the Division of Medicine at the US Department of Health and Human Services 7 . How are these objectives to be taught and assessed? At a conference organised by the GMC in 1997 it was acknowledged that 'the teaching and assessment of professional attitudes was proving to be the most difficult element of the new guidance' 8 , and the AAMC concluded that 'universally agre...

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The substance abuse attitude survey: an instrument for measuring attitudes.

Cited by 169 publications

References 7 publications

Online Versus In-Person Screening, Brief Intervention, and Referral to Treatment Training in Pediatrics Residents

Online Versus In-Person Screening, Brief Intervention, and Referral to Treatment Training in Pediatrics Residents

Barriers to Obtaining Waivers to Prescribe Buprenorphine for Opioid Addiction Treatment Among HIV Physicians

Professional attitudes: can they be taught and assessed in medical education?

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