The utility of a formative one‐station objective structured clinical examination for Substance use disorders in a dental curriculum

Odusola, Folarin; Smith, Jennifer L.; Turrigiano, Eva; Shulman, Matisyahu; Grbic, John T.; Fine, James Burke; Hu, Mei‐Chen; Nunes, Edward V.; Bisaga, Adam; Levin, Frances R.

doi:10.1111/eje.12661

Cited by 7 publications

(19 citation statements)

References 55 publications

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“…Of the 1,856 articles identified in the initial search (after duplicate were removed), 95 met our inclusion criteria, 42–136 the earliest of which was published in 2007. 48 Figure 1 shows the flowchart of the literature search and Supplemental Digital Appendix 3 at http://links.lww.com/ACADMED/B249 provides a summary of each of the included articles.…”

Section: Resultsmentioning

confidence: 99%

The Status of SBIRT Training in Health Professions Education: A Cross-Discipline Review and Evaluation of SBIRT Curricula and Educational Research

et al. 2022

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PurposeTo assess the quality of curricular research on the Screening Brief Intervention and Referral to Treatment (SBIRT) approach and determine the presence of useful training modalities, particularly motivational interviewing (MI) training, across health care training curricula. MethodThe authors conducted a systematic review of published, peer-reviewed studies in PubMed, ERIC, CINAHL, Ovid HealthSTAR, and PsycINFO databases through March 2021 for Englishlanguage studies describing SBIRT, a curriculum for health care trainees, and curricular intervention outcomes. After the records were independently assessed, Please see the end of this article for information about the authors.

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Section: Resultsmentioning

confidence: 99%

The Status of SBIRT Training in Health Professions Education: A Cross-Discipline Review and Evaluation of SBIRT Curricula and Educational Research

et al. 2022

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“…The utility and achievability of a formative 1-station OSCE for SUD has been demonstrated. 47 The 1-station OSCE was the third of a three-tiered (SBIRT seminar, case-based exercises and OSCE) incremental approach to a standardized SUD curriculum that aligned and integrated SBIRT knowledge, value and skills both horizontally and vertically along the continuum of curriculum. A self-paced online course with the goal of developing SBIRT knowledge, skills, and abilities is available for all oral healthcare learners (preferably faculty).…”

Section: Discussionmentioning

confidence: 99%

Predoctoral substance use disorders curricula: A survey analysis and experiential pedagogy

Odusola

Kaufman

Turrigiano

et al. 2021

Journal of Dental Education

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Substance Use Disorders (SUD) are chronic health conditions with heritability characteristics, environmental influences, long-term management considerations and they cooccur. The US opioid epidemic is a crisis of both prescription and nonprescription opioid use. Clinicians now have access to evidence-based practices but the evolving trends require continuous attention including curriculum initiatives for dental schools. The purpose of this study was to obtain information about the content and educational strategies of current SUD curricula, beneficial educational products for a standardized curriculum and perceived barriers toward standardization. Invitations were sent to 64 US dental schools describing the purpose of this study and a link to complete the survey was provided.Fully completed responses were received from 32 (50.0%) of the schools. Descriptive statistics was used to analyze the data. Most dental schools surveyed (81.3%) have a curriculum for SUD with classroom lectures being the most commonly used teaching method (96.2%), followed by online modules (42.3%). About 30% of the responding schools provided additional educational experiences. Instruction occurred mostly in second (73.1%) and third (77.0%) academic years. Opioids, alcohol, nicotine, and marijuana were the most frequently taught substance classes. Curriculum standardization with online modules (81.3%), case-based exercises (59.4%), and simulation with standardized patients (43.8%) was considered desirable to improve student competency in the management of patients with SUD. Lack of time (62.5%), space (56.3%), and faculty (50.0%) were cited as the most common barriers to curriculum initiatives. Experiential and achievable options for improving SUD curriculum were highlighted.

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“…Training in the basic years can include identifying how these drugs work especially with pain, oral health manifestation, and oral pathology. Later training can focus on methods of screening and measures that are validated and published to be utilized for quick and easy screening in health care settings [26]. Other training can also be a focus on what routes of referral are made available and what dialogue can be used to talk to the patients about sensitive issues [2].…”

Section: Figure 4 Perception Of Sud Training In Undergraduate Educationmentioning

confidence: 99%

Assessment of Attitude Knowledge and Skills among Senior Dental Undergraduates on Substance Use Disorder (SUD)

Alharthy¹,

Sajini²

2021

Int j pharm res allied sci

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The dental visits are a potentially valuable opportunity for screening patients with substance misuse and potentially assisting. However, it is not clear if there is a systematic approach in training general dental practitioners to gain competencies for screening and referral in such cases. We surveyed dental interns to learn about their readiness and understand their training on patients with substance misuse disorder. A 21-items questionnaire was formulated and then distributed among dental interns at KAUFD. The participants filled the questionnaire at the start of dental seminars organized by the intern office. A total of 130 interns completed the questionnaire. Drugs were perceived harmful and problematic in the region of 83% of participants. However, 52% of the participants did not believe that crimes were related to drug use. It was believed that most drugs have oral manifestations and dental practitioners should be trained to identify patients with SUD and modify the treatment plan accordingly. Participants believed that screening skills should be introduced to undergraduate students in their 4 th and 5 th years. Dentists reflect the understanding of the importance of addressing substance use however the competencies of screening and referrals are lacking in their training. Dealing with the global issue of drug abuse can be supported by including training as part of the curriculum and educating dental graduates and postgraduates on screening and basic interventions of patients with SUD.

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The utility of a formative one‐station objective structured clinical examination for Substance use disorders in a dental curriculum

Cited by 7 publications

References 55 publications

The Status of SBIRT Training in Health Professions Education: A Cross-Discipline Review and Evaluation of SBIRT Curricula and Educational Research

The Status of SBIRT Training in Health Professions Education: A Cross-Discipline Review and Evaluation of SBIRT Curricula and Educational Research

Predoctoral substance use disorders curricula: A survey analysis and experiential pedagogy

Assessment of Attitude Knowledge and Skills among Senior Dental Undergraduates on Substance Use Disorder (SUD)

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