Educational approaches to prescribing practices and substance abuse

The role of disabled physicians in the diversion of controlled drugs

To test the assertion that disabled physicians are loose prescribers and clinically meaningful contributors to the diversion of controlled prescriptions, an anonymous survey of physicians in a confidential treatment program in Ohio was conducted to compare pre- and post-recovery: (1) self-reported number of controlled drug prescriptions written, and (2) self-rated appropriateness of prescribing practices. Forty (50%) of the surveyed physicians responded. Opioids alone showed a post recovery reduction in the number of prescriptions (-4.5; 95% CI: -9.5 to -0.5). The volume of prescribing in all controlled drug categories was small from both a law enforcement and clinical perspective. Respondent's self-assessment of prescribing practices indicated conservative pre-, and more conservative post-recovery prescribing, increasing from 2.0 in stimulants (CI: 1.0-4.0), to 3.5 in sedatives (CI: 1.0-6.0). Despite limitations, this initial data provides evidence to refute the assertion that disabled physicians are loose prescribers and meaningful contributors to the diversion of controlled prescriptions.

Comparison of methods for teaching clinical skills in assessing and managing drug-seeking patients

AIMS

New medical graduates lack clinical skills in assessing and managing patients seeking drugs of dependence. This study compares the effectiveness of three different clinical skills training methods, with similar content, which were developed to teach these skills to senior medical students.

METHODS

A preliminary survey indicated that common problems seen by primary care practitioners included both new and previously known patients seeking either benzodiazepines or opiates. The common content of the teaching was determined from this survey. A didactic small group tutorial (DT), a video-based tutorial (VBT) using professional actors, and a computer-aided instruction package using digitized video (CAI) were developed with this common content, and trialled with undergraduate medical students over 2 years in a parallel-group design. Outcome was assessed by student feedback, performance on a case-based written examination and by a structured evaluation of interviews with simulated patients requesting drugs. Comparison was also made between methods on the basis of knowledge tests.

RESULTS

No difference was seen in written examination and simulated patient outcomes between the three groups. However, the VBT was thought by the students to be preferable to other methods. The estimated development costs of CAI were higher, but total costs over a 6-year period were lower than for the DT and VBT. The results suggest that clinical skills can be taught equally effectively through several different methods. Collaboration between institutions in the development of widely applicable CAI tools should be an efficient and economical mode of teaching with a wide range of applications.

Substance abusers: role of personal and professional role traits in caregivers' causal attributions

Substance abuse continues to be a major health problem compounded by caregivers' negative attitudes toward these patients. We investigated attributions 55 primary care physicians and 315 senior medical students make toward substance abusers. Half of both groups expressed negative causal attributions, with women slightly less negative than men. Mental models based on LISREL regression coefficients showed that higher negative attributions by both physicians and students were related to their increased authoritarianism and depressed mood. Medical students choosing careers in primary care specialties, including psychiatry, expressed a less negative attributional style toward substance abusers than those students entering nonprimary careers. Health professional educators may find that using attribution theory to redefine successful outcomes in management of substance abuse can result in better attitudes for caregivers.

Education and training in addictive diseases

Addiction to alcohol and other drugs is a serious public health problem that is one of the most common disorders seen in medical practice. Although it is an extremely common disorder, it is poorly diagnosed and treated by physicians. Training about addictions must begin early in the medical student's career and continue in a vertically integrated way throughout medical school and residency. The notion of addiction as a disease process must be introduced and integrated into course materials in the preclinical years. Careful attention to the development of positive views toward working with addicted patients must be paid, and students must be indoctrinated early with the idea that physicians have a responsibility to diagnose and manage addicted patients.

A controlled trial of educational strategies to teach medical students brief intervention skills for alcohol problems

OBJECTIVES

Comparatively little is known about the most effective educational strategies to train medical students to successfully intervene in their patients' alcohol problems. The relative effectiveness of two educational programs to teach medical students brief intervention skills for managing alcohol problems was examined.

METHODS

Teaching took place over 3 hr and was either the traditional didactic teaching program on the principles and practice of brief and early intervention or an interactive program involving a shortened lecture, clinical practice, and small group feedback on clinical performance. Students were assessed on a 10-min videotaped encounter with a simulated patient before and after teaching according to how they addressed alcohol-related issues and on their general interactional skills.

RESULTS

Performance on alcohol-related issues and interactional skills were significantly improved after teaching, although still poor in terms of clinical performance. A between-groups comparison on pre/ postteaching difference scores indicated interactive training was no more effective than traditional didactic lectures in developing the knowledge and skills needed for a brief alcohol intervention.

CONCLUSION

The need for more detailed teaching sessions on sensitive areas such as alcohol use in indicated.

Medical student and patient attitudes toward religion and spirituality in the recovery process

This study compares the views on spirituality of dually diagnosed patients (diagnosed with both substance abuse and general psychiatric disorders) and medical students in order to investigate their respective orientations toward spirituality and their views of the importance of spirituality in the treatment of addiction. We administered a modified version of Feagin's "Orientation to Life and God Scale" to assess religious and spiritual orientation in both the patients and students. A second series of items was developed and administered in order to compare the patients' and students' perceptions of the relative importance of a religious and spiritual orientation in substance abuse treatment. A third series of items was also given to compare the nature of religious and health-related services on the inpatient unit that patients and students most wanted to see improved. We found that the medical students responsible for treating substance abuse are significantly less religiously and spirituality oriented than the patients they treat, and that the students do not indicate that spirituality is an important component in the care of these patients. It may be clinically relevant to train medical students in the potential importance of spirituality in addiction treatment so that they can incorporate spirituality into the treatment of addictions.

Training of residents and medical students in the diagnosis and treatment of dual diagnosis patients

Treatment of dual diagnosis patients requires simultaneous treatment of the addictive and the mental disorders. Available data suggest that this does not happen often. In a survey of several psychiatric services, the unit chiefs reported that dual diagnoses were underreported, no plans were present for combined treatment, families were infrequently involved, and few referrals were made for combined treatment. There is a need for competent, experienced clinician teachers who have had positive experience with the treatment of dual disorders. The training of addiction and mental health professionals must include cooperation, understanding, and respect for each other. Cross-training is needed in chemotherapy, psychotherapy, abstinence from alcohol and other addictive drugs, 12-Step programs, spiritual issues, and milieu therapy. Negative attitudes and ignorance must be overcome for this training to take place. Faculty Fellow training programs have provided a beginning in this direction, but have so far involved few professional schools. Some examples of training with regard to referrals, prescribing, and psychotherapy are given. The importance of supervised clinical experience in treating dual diagnosis patients is emphasized. The provision of this experience provides a challenge to specialists in addiction medicine and addiction psychiatry.