An Interprofessional Education Pilot Program on Screening, Brief Intervention, and Referral to Treatment (SBIRT) Improves Student Knowledge, Skills, and Attitudes

Autor/inn/en	van Eeghen, Constance; Hitt, Juvena; King, John G.; Okech, Jane E. Atieno; Rouleau, Barbara; Melekis, Kelly; Kessler, Rodger; Pinckney, Richard
Titel	An Interprofessional Education Pilot Program on Screening, Brief Intervention, and Referral to Treatment (SBIRT) Improves Student Knowledge, Skills, and Attitudes
Quelle	In: International Journal of Higher Education, 8 (2019) 1, S.119-132 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Screening Tests; Intervention; Referral; Student Attitudes; Knowledge Level; Skill Development; Allied Health Occupations Education; Allied Health Personnel; Patients; Substance Abuse; Graduate Students; Professional Education; Interdisciplinary Approach; Mental Health; Medical Students; Outcomes of Education; Instructional Effectiveness; Motivation Techniques; Counselor Training; Medical Education; Nursing Education; Social Work; Curriculum; Vermont + Suchen Sie Ihr Suchwort? Screening-Verfahren; Schülerverhalten; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Patient; Drug use; Drug consomption; Drogenkonsum; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Berufsausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Psychohygiene; Lernleistung; Schulerfolg; Unterrichtserfolg; Motivationsförderung; Medizinische Ausbildung; Pflegepädagogik; Soziale Arbeit; Curricula; Lehrplan; Rahmenplan
Abstract	Background: Recent efforts to prepare healthcare professionals to care for patients/clients with substance use problems have incorporated SBIRT (Screening, Brief Intervention, and Referral to Treatment) into graduate education programs. This pilot study adds to the literature by examining the impact of an SBIRT interprofessional education approach for behavioral health graduate students and medical residents as planned by faculty from multiple professions at a state university. It measured changes in attitudes, abilities, skills, and knowledge in these interprofessionally trained students. Methods: Faculty in Counseling, Family Medicine, Internal Medicine, Nursing and Social Work departments collaborated to develop an interprofessional curriculum delivered through a small-group and active learning approach. Seventy-one residents and graduate students participated. Pre- and post-training surveys measured self-perceived attitudes, abilities, and skills along with objectively measured knowledge. Analysis examined pre- to post-training changes in scores. Results: Pre-training surveys yielded an 89% response rate; post-training, 85%. Self-perceived attitudes did not change significantly, except a 20% increase in how rewarded students felt while working with patients/clients with alcohol/drug use disorders (P < 0.01). Compared to baseline, there was a statistically significant increase in all items of self-perceived ability (P<0.01) and all items of self-perceived communication skills (P=0.04). Knowledge mean scores also increased significantly (P < 0.001) across both primary care and behavioral health student groups. Conclusions: Interprofessional training in SBIRT produced improvements in ability, skills, knowledge, and some attitudes. Such programs may inform providers who care for patients/clients with substance use problems, improving their personal experience and professional competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01