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An Interprofessional Substance Use Disorder Course to Improve Students' Educational Outcomes and Patients' Treatment
Andrew Muzyk1, Patricia Mullan, Kathryn M Andolsek
1A. Muzyk is associate professor, Department of Pharmacy Practices, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina, and associate professor of the practice of medical education, Duke University School of Medicine, Durham, North Carolina; ORCID: http://orcid.org/0000-0002-6904-2466. P. Mullan is professor, Learning Health Science Division of Professional Education, University of Michigan, Ann Arbor, Michigan. K.M. Andolsek is professor, Department of Community and Family Medicine, Duke University School of Medicine, Durham, North Carolina; ORCID: https://orcid.org/0000-0001-7994-3869. A. Derouin is professor, Accelerated Bachelor of Science in Nursing, Duke University School of Nursing, Durham, North Carolina. Z. Smothers is a student, Doctor of Medicine Program, Duke University School of Medicine, Durham, North Carolina. C. Sanders is adjunct professor, Accelerated Bachelor of Science in Nursing, Duke University School of Nursing, Durham, North Carolina. S. Holmer is assistant professor, Department of Psychiatry and Behavioral Science, Duke University School of Medicine, Durham, North Carolina.
This interprofessional education course improved health profession students' understanding and attitudes toward substance use disorders (SUDs) and enhanced patient care. The program positively impacted students' interprofessionalism and patient treatment decisions.
Area of Science:
- Medical Education
- Public Health
- Substance Use Disorders
Background:
- Substance use disorder (SUD) is a significant public health issue.
- Health professions organizations advocate for enhanced SUD education.
- Mezirow's transformative learning theory provides a framework for educational interventions.
Purpose of the Study:
- To evaluate an interprofessional SUD course's impact on students' educational outcomes.
- To assess changes in students' attitudes toward patients with SUDs.
- To measure the course's effect on students' attitudes toward interprofessionalism.
Main Methods:
- An interprofessional SUD course was developed using transformative learning theory.
- Students from medicine, pharmacy, nursing, physician assistant, and social work programs participated.
- The 4-class curriculum included empathy, bias, counseling, SUD recognition, screening, and treatment, alongside a 12-step meeting and optional patient counseling.
Main Results:
- Seventy-eight students completed the course.
- Significant improvements were observed in students' attitudes toward patients with SUDs and interprofessionalism.
- Nearly 70% of students counseled patients with SUDs, with 93% of those patients agreeing to follow-up care.
Conclusions:
- The interprofessional course enhanced students' understanding, attitudes, and behaviors regarding SUDs and collaboration.
- The educational intervention positively influenced patients' treatment decisions.
- Interprofessional education is effective in improving SUD-related education and patient outcomes.