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Learning About and Destigmatizing Substance Use Disorders: a Video-Based Educational Module Using Simulated Patients.

Brian Fuehrlein1, Annabella Hochschild2, Mia Goldman2

  • 1Yale School of Medicine, New Haven, CT, USA.

Academic Psychiatry : the Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
|November 9, 2021
PubMed
Summary
This summary is machine-generated.

This study shows that video-based learning modules significantly improve medical students' attitudes and confidence in treating substance use disorders (SUDs). The accessible online format enhanced perceptions of SUDs as a medical condition.

Keywords:
Alcoholics/Narcotics Anonymous (AA/NA)DidacticSimulated patientsStigmaSubstance use disorders (SUDs)

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Area of Science:

  • Medical Education
  • Addiction Psychiatry
  • Digital Health

Background:

  • Substance Use Disorders (SUDs) present complex clinical challenges.
  • Effective training for healthcare professionals in SUDs is crucial for patient care.
  • Traditional didactic methods may not fully engage learners in SUD education.

Purpose of the Study:

  • To develop and evaluate a video-based educational module for substance use disorders (SUDs).
  • To assess the impact of the module on medical students' attitudes and confidence in treating patients with SUDs.
  • To determine the feasibility of implementing virtual, video-enhanced learning for SUD education.

Main Methods:

  • A 2-hour online didactic session incorporating 21 short video clips of simulated patient scenarios was delivered via Zoom.
  • Second-year medical students (n=58) completed the Attitudes and Confidence in the Treatment of Patients with Substance Use Disorders (ACT-SUDS) survey before and after the session.
  • Paired t-tests were used to compare pre- and post-didactic scores.

Main Results:

  • A significant increase in overall ACT-SUDS scores was observed post-didactic (3.7 to 4.0, p < 0.001).
  • All four subscales of the ACT-SUDS, including confidence, enjoyment, viewing SUD as a medical disorder, and attitudes toward Alcoholics Anonymous (AA), showed significant improvement (t ≥ 3.0, p ≤ 0.005).
  • The module was easily implemented in a virtual classroom setting.

Conclusions:

  • A video-based educational module effectively improved medical students' perceptions and attitudes toward substance use disorders (SUDs).
  • The virtual learning format proved practical and led to measurable positive changes in learner attitudes.
  • The educational module is readily available and adaptable for instructors.