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Substance misuse teaching in undergraduate medical education
BACKGROUND: Over 12,000 hospital admissions in the UK result from substance misuse, therefore issues surrounding this need to be addressed early on in a doctor’s training to facilitate their interaction with this client group. Currently, undergraduate medical education includes teaching substance mi...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2014
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3932109/ https://www.ncbi.nlm.nih.gov/pubmed/24533849 http://dx.doi.org/10.1186/1472-6920-14-34 |
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author | Carroll, Janine Goodair, Christine Chaytor, Andrew Notley, Caitlin Ghodse, Hamid Kopelman, Peter |
author_facet | Carroll, Janine Goodair, Christine Chaytor, Andrew Notley, Caitlin Ghodse, Hamid Kopelman, Peter |
author_sort | Carroll, Janine |
collection | PubMed |
description | BACKGROUND: Over 12,000 hospital admissions in the UK result from substance misuse, therefore issues surrounding this need to be addressed early on in a doctor’s training to facilitate their interaction with this client group. Currently, undergraduate medical education includes teaching substance misuse issues, yet how this is formally integrated into the curriculum remains unclear. METHODS: Semi-structured interviews with 17 key members of staff responsible for the whole or part of the undergraduate medical curriculum were conducted to identify the methods used to teach substance misuse. Using a previously devised toolkit, 19 curriculum co-ordinators then mapped the actual teaching sessions that addressed substance misuse learning objectives. RESULTS: Substance misuse teaching was delivered primarily in psychiatry modules but learning objectives were also found in other areas such as primary care placements and problem-based learning. On average, 53 teaching sessions per medical school focused on bio-psycho-social models of addiction whereas only 23 sessions per medical school focused on professionalism, fitness to practice and students’ own health in relation to substance misuse. Many sessions addressed specific learning objectives relating to the clinical features of substance dependence whereas few focused on iatrogenic addiction. CONCLUSIONS: Substance misuse teaching is now inter-disciplinary and the frequent focus on clinical, psychological and social effects of substance misuse emphasises the bio-psycho-social approach underlying clinical practice. Some areas however are not frequently taught in the formal curriculum and these need to be addressed in future changes to medical education. |
format | Online Article Text |
id | pubmed-3932109 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-39321092014-02-23 Substance misuse teaching in undergraduate medical education Carroll, Janine Goodair, Christine Chaytor, Andrew Notley, Caitlin Ghodse, Hamid Kopelman, Peter BMC Med Educ Research Article BACKGROUND: Over 12,000 hospital admissions in the UK result from substance misuse, therefore issues surrounding this need to be addressed early on in a doctor’s training to facilitate their interaction with this client group. Currently, undergraduate medical education includes teaching substance misuse issues, yet how this is formally integrated into the curriculum remains unclear. METHODS: Semi-structured interviews with 17 key members of staff responsible for the whole or part of the undergraduate medical curriculum were conducted to identify the methods used to teach substance misuse. Using a previously devised toolkit, 19 curriculum co-ordinators then mapped the actual teaching sessions that addressed substance misuse learning objectives. RESULTS: Substance misuse teaching was delivered primarily in psychiatry modules but learning objectives were also found in other areas such as primary care placements and problem-based learning. On average, 53 teaching sessions per medical school focused on bio-psycho-social models of addiction whereas only 23 sessions per medical school focused on professionalism, fitness to practice and students’ own health in relation to substance misuse. Many sessions addressed specific learning objectives relating to the clinical features of substance dependence whereas few focused on iatrogenic addiction. CONCLUSIONS: Substance misuse teaching is now inter-disciplinary and the frequent focus on clinical, psychological and social effects of substance misuse emphasises the bio-psycho-social approach underlying clinical practice. Some areas however are not frequently taught in the formal curriculum and these need to be addressed in future changes to medical education. BioMed Central 2014-02-17 /pmc/articles/PMC3932109/ /pubmed/24533849 http://dx.doi.org/10.1186/1472-6920-14-34 Text en Copyright © 2014 Carroll et al.; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Carroll, Janine Goodair, Christine Chaytor, Andrew Notley, Caitlin Ghodse, Hamid Kopelman, Peter Substance misuse teaching in undergraduate medical education |
title | Substance misuse teaching in undergraduate medical education |
title_full | Substance misuse teaching in undergraduate medical education |
title_fullStr | Substance misuse teaching in undergraduate medical education |
title_full_unstemmed | Substance misuse teaching in undergraduate medical education |
title_short | Substance misuse teaching in undergraduate medical education |
title_sort | substance misuse teaching in undergraduate medical education |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3932109/ https://www.ncbi.nlm.nih.gov/pubmed/24533849 http://dx.doi.org/10.1186/1472-6920-14-34 |
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