Advancing Alcohol and Other Drug Education among Social Work Faculty: An Evaluation of Social Work Faculty Immersion Training

Factors influencing social work students' motivation to work in drug treatment settings: the role of knowledge and attitudes

Given the continuing problem of drug use in the United States and the high risk of burnout among substance use treatment staff, this study focuses on examining the relationship between social work students' knowledge and attitudes toward individuals who use drugs and their motivation to work in drug treatment settings. A Multiple linear regression analysis was conducted, using a convenience sample of 229 social work students (age = 21 to 60, female = 82.5%, White = 79.9%, African American = 13.5%, Asian = 2.6%, Hispanic = 3.9%) at a large public university in an eastern state. Results revealed that knowledge and positive attitudes were key factors stimulating social work students' motivation to work with individuals who use drugs, and knowledge was the most influential factor. Social work students are more likely to want to work with individuals who use drugs if they have positive attitudes toward their clients and increased knowledge of drugs and drug-related problems. Interestingly, there is no significant difference in motivation between those who have negative attitudes and other people. Implications for social work education on substance abuse are discussed.

Faculty education in addiction training (FEAT): Evaluating an online training program for multidisciplinary health professions educators

Background: Many health professionals lack adequate training needed to effectively address alcohol and other drug (AOD)-related problems. Building upon our previously successful in-person faculty training programs, we designed and pilot tested the brief online Faculty Education in Addiction Training (FEAT) Program for social work and internal medicine residency faculty. The present study examines baseline and post-FEAT Program AOD knowledge and teaching confidence and preparedness among faculty participants. Methods: The FEAT Program curriculum included didactic videos, online engagement with content experts, recommended readings, and a live virtual classroom experience. Participants completed self-assessments of knowledge and teaching confidence and preparedness pre- and post-FEAT program. Results: In this pilot test, thirty faculty completed the FEAT program: 15 social work and 15 internal medical residency program faculty. Both groups showed significant improvement (p < 0.001) in overall AOD-related knowledge with medium-to-large effects (Cohen's d = 1.83 [social work], 0.72 [medicine]). Both groups showed significant increases in teaching confidence (p < 0.001) for all items with large effects (Cohen's d values range from 1.08 to 1.92) and significant increases and large effects for all teaching preparedness items for social work (at least p < 0.01 | Cohen's d range = 1.03-1.56) and internal medical residency faculty (p < 0.001 | Cohen's d range = 1.08-1.69). Conclusions: Multidisciplinary health professions educators' AOD knowledge and teaching confidence and preparedness can be improved by participation in a brief online program designed to circumvent the logistical and fiscal challenges presented by in-person programs.