在将物质使用障碍教育纳入医生助理/助理课程中探索当前趋势和障碍
Livier Camarena Sanchez1,2,3, Mitchell J Barnett1,2,3, Eric J Ip1,2,3
1Livier Camarena Sanchez, MS, is a PA student graduate at Stanford University School of Medicine, Office of PA Education, Stanford, California.
大多数美国医生助理 (PA) 计划在其教学课程中包括物质使用障碍 (SUD) 教育,但培训时间和主题差异很大. 很少有项目在临床实习期间提供专门的SUD培训,因为网站和教师的限制.
科学领域:
- 医学教育 医学教育
- 公共卫生 公共卫生
- 成 药物 药物 药物 药物
背景情况:
- 美国医生助理 (PA) 计划中的物质使用障碍 (SUD) 培训自2001年以来一直没有更新.
- 当前的教育标准和临床需求需要对SUD课程进行更新的评估.
- 识别有效的SUD教育障碍对于改善PA培训至关重要.
研究的目的:
- 评估目前SUD培训课程在认证审查委员会对医师助理教育 (ARC-PA) 认可的PA课程中的现状.
- 在PA计划中识别阻碍全面SUD教育实施的挑战.
- 提供数据,以提高未来的PA教育在南南.
主要方法:
- 在2023年4月至10月期间,向208个ARC-PA认可的PA课程分发了一项基于网络的18项调查.
- 该调查收集了2021-2022学年SUD教育交付数据.
- 数据分析的重点是课程要求,SUD专用的时间和交付格式.
主要成果:
- 总共有33个PA项目回应了调查.
- 超过93%的受访PA课程在教学课程中强制要求SUD教育.
- 在教学SUD培训的平均小时数 (10.5±11.7) 和格式上存在显著的差异. 只有39.4%的项目在临床职员期间提供专门的SUD培训,并指出缺乏临床场所,合格的教师和计划优先级是关键障碍.
结论:
- 虽然大多数PA课程包括教学SUD教育,但内容和持续时间存在很大差异.
- 在临床实习期间提供有限的SUD培训强调了临床场所可用性,教师资格和课程优先级的关键挑战.
- 需要进一步努力,在PA计划中标准化和加强SUD教育,特别是在临床环境中.
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