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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
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Evaluation of an online SBIRT training program.

Joseph G Pickard1, Carissa van den Berk-Clark2, Sharon D Johnson1

  • 1School of Social Work, University of Missouri-St. Louis, St. Louis, MO, USA.

The American Journal of Drug and Alcohol Abuse
|February 26, 2024
PubMed
Summary

Online training for Screening, Brief Intervention, and Referral to Services (SBIRT) significantly increased knowledge in social work students. This e-learning format proved effective, comparable to in-person interventions for substance use disorder.

Keywords:
CovidSBIRTe-learningonlinepandemic

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Area of Science:

  • Public Health
  • Education
  • Psychology

Background:

  • The COVID-19 pandemic necessitated a global shift to online education, increasing demand for accessible substance use disorder interventions.
  • Evidence-based training is crucial for healthcare professionals addressing substance use disorders.

Purpose of the Study:

  • To evaluate the efficacy of an online training program for the Screening, Brief Intervention, and Referral to Services (SBIRT) intervention.
  • To assess changes in knowledge and self-efficacy among social work students participating in the online SBIRT training.

Main Methods:

  • A pre-posttest design was employed with social work students from two universities.
  • Participants completed a 4-hour online SBIRT training, including knowledge assessments, self-efficacy measures, and satisfaction scales.
  • Mixed Effects Linear regression and linear regression models were used for data analysis.

Main Results:

  • A nearly threefold increase in SBIRT knowledge was observed post-training.
  • Higher SBIRT scores were associated with White, non-Hispanic/Latinx ethnicity and advanced mental health training.
  • Participant demographics indicated a predominantly female, White/Caucasian student population with prior higher education.

Conclusions:

  • Online SBIRT training is a viable and effective format for increasing student knowledge, comparable to traditional in-person methods.
  • Findings suggest potential areas for targeted educational improvements to enhance student outcomes in e-learning environments.
  • Recommendations are provided to optimize e-learning strategies for substance use disorder interventions.