A collaborative approach to teaching medical students how to screen, intervene, and treat substance use disorders

Karin J. Neufeld, Anika Alvanzo, Van L. King, Leonard Feldman, Jeffrey H. Hsu, Darius A. Rastegar, Jorie M. Colbert, Dean F. MacKinnon

Research output: Contribution to journalArticle

13 Scopus citations

Abstract

Few medical schools require a stand-alone course to develop knowledge and skills relevant to substance use disorders (SUDs). The authors successfully initiated a new course for second-year medical students that used screening, brief intervention, and referral to treatment (SBIRT) as the course foundation. The 15-hour course (39 faculty teaching hours) arose from collaboration between faculty in Departments of Medicine and Psychiatry and included 5 hours of direct patient interaction during clinical demonstrations and in small-group skills development. Pre-and post-exam results suggest that the course had a significant impact on knowledge about SUDs. The authors experience demonstrates that collaboration between 2 clinical departments can produce a successful second-year medical student course based in SBIRT principles.

Original languageEnglish (US)
Pages (from-to)286-291
Number of pages6
JournalSubstance Abuse
Volume33
Issue number3
DOIs
StatePublished - Jul 1 2012
Externally publishedYes

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Keywords

  • Knowledge assessment
  • and referral to treatment (SBIRT)
  • brief intervention
  • medical school curricula
  • screening
  • skills training
  • substance use disorders

ASJC Scopus subject areas

  • Medicine (miscellaneous)
  • Psychiatry and Mental health

Cite this

Neufeld, K. J., Alvanzo, A., King, V. L., Feldman, L., Hsu, J. H., Rastegar, D. A., Colbert, J. M., & MacKinnon, D. F. (2012). A collaborative approach to teaching medical students how to screen, intervene, and treat substance use disorders. Substance Abuse, 33(3), 286-291. https://doi.org/10.1080/08897077.2011.640090