Using Standardized Patients to Evaluate Screening, Brief Intervention, and Referral to Treatment (SBIRT) Knowledge and Skill Acquisition for Internal Medicine Residents

Satterfield, Jason M.; O’Sullivan, Patricia; Satre, Derek D.; Tsoh, Janice Y.; Batki, Steven L.; Julian, Katie; McCance‐Katz, Elinore F.; Wamsley, Maria

doi:10.1080/08897077.2011.640103

Cited by 23 publications

(40 citation statements)

References 7 publications

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“…The brief intervention rates achieved at the SECSAT sites (4%) remained well below the national prevalence rate for alcohol use disorders (9%), and there were no significant changes in referrals for specialty alcohol treatment or prescriptions for alcohol medications. Satterfield et al 40 suggest that low referral rates may actually reflect residents' increased confidence in providing treatment services themselves without involving a specialist. Residents trained in MI may also respond to patients' wishes not to be referred.…”

Section: Discussionmentioning

confidence: 97%

A Multisite Initiative to Increase the Use of Alcohol Screening and Brief Intervention Through Resident Training and Clinic Systems Changes

et al. 2015

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Section: Discussionmentioning

confidence: 97%

A Multisite Initiative to Increase the Use of Alcohol Screening and Brief Intervention Through Resident Training and Clinic Systems Changes

et al. 2015

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“…Most published studies show improvement in attitudes, confidence and substance use related knowledge [8][9][10][11][12] and some have demonstrated improvement in SBIRT skills as measured by standardized patient assessments. 13,14 However, standardized patient exams may not reflect the "real world" application of clinical skills. Few studies have looked at application of skills in clinical practice.…”

Section: Introductionmentioning

confidence: 99%

Teaching Residents Screening, Brief Intervention, and Referral to Treatment (SBIRT) Skills for Alcohol Use: Using Chart-Stimulated Recall to Assess Curricular Impact

et al. 2016

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Background: Screening, brief intervention, and referral to treatment (SBIRT) improves identification and intervention for patients at risk for developing an alcohol use disorder (AUD). Residency curriculum is designed to teach SBIRT skills, but resources are needed to promote skill implementation. The electronic health record (EHR) can facilitate implementation through integration of decision-support tools. The authors developed electronic tools to facilitate documentation of alcohol assessment and brief intervention and to reinforce skills from an SBIRT curriculum. This prospective cohort study assessed primary care internal medicine residents’ use of SBIRT skills and EHR tools in practice using chart-stimulated recall (CSR). Methods: Postgraduate year 2 and 3 residents received a 5-hour SBIRT curriculum with skills practice and instruction on SBIRT electronic tools. Participants were then given a list of their patients seen in a 1-year period who were drinking at/above the recommended limit. Trainees selected 3 patients to review with a faculty member in a CSR. Faculty used a 24-item chart checklist to assess application of SBIRT skills and electronic tool use and met with residents to complete a CSR interview. CSR interview notes were analyzed qualitatively to understand application of SBIRT skills and EHR tool use. Results: Eighteen of 20 residents participated in the CSR, and 5 faculty reviewed 46 patient charts. Residents documented alcohol use (84.2% of charts) and assessment of quantity/frequency of use (71.0%) but were less likely to document assessment for an AUD (34%), an appropriate plan (50.0%), or follow-up (55%). Few residents used EHR tools. Residents reported barriers in addressing alcohol use, including lack of knowledge, patient barriers, and time constraints. Conclusions: More intensive training in SBIRT with opportunities for practice and feedback may be necessary for residents to consistently apply SBIRT skills in practice. EHR tools need to be better integrated into the clinic workflow in order to be useful.

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“…Several studies have demonstrated the effectiveness of resident SBIRT training, including a recent study which demonstrated increases in knowledge and skills for internal medicine residents. 12 Significant time constraints in residency education make the addition of new content challenging for program directors; many have addressed this challenge by implementing computer-based training. 13 There are limited studies comparing online to in-person residency training in medical education literature.…”

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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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Using Standardized Patients to Evaluate Screening, Brief Intervention, and Referral to Treatment (SBIRT) Knowledge and Skill Acquisition for Internal Medicine Residents

Cited by 23 publications

References 7 publications

A Multisite Initiative to Increase the Use of Alcohol Screening and Brief Intervention Through Resident Training and Clinic Systems Changes

A Multisite Initiative to Increase the Use of Alcohol Screening and Brief Intervention Through Resident Training and Clinic Systems Changes

Teaching Residents Screening, Brief Intervention, and Referral to Treatment (SBIRT) Skills for Alcohol Use: Using Chart-Stimulated Recall to Assess Curricular Impact

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

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