RESUMO
OBJECTIVE: Education about substance use disorders in medical schools and, subsequently, physicians' identification of and intervention in these diagnoses lag behind that of most other disabling disorders. To reduce barriers and improve access to education about this major public health concern, medical schools are increasingly adopting web-based instruction on substance use and other psychiatric disorders as part of their curricula; however, it is not well known how a web-streamed lecture compares with a traditional one. The authors hypothesized that both these formats would be equally efficacious in terms of knowledge acquisition and student satisfaction. METHOD: Authors conducted a prospective study to test this hypothesis among third-year medical students who received web-streamed lecture on substance use/addiction versus those who received a traditional live lecture. RESULTS: Of the 243 students, significantly more students completed the on-line lecture series. Of the 216 students in the final study sample, 130 (60%) were assigned to the web-streamed lecture and 86 (40%) to the live lecture. Within-subject comparisons of pre- and post-lecture scores for the entire cohort indicated a significant improvement in the percentage of correct answers (21.0% difference). Although no differences in improved scores between the two groups were found, students in the live-lecture group reported small, but significantly higher levels of satisfaction. CONCLUSIONS: This preliminary work supports the hypothesis that a web-streamed lecture can be at least equally efficacious as a traditional lecture in terms of knowledge acquisition. However, attention needs to be paid to the lower satisfaction levels associated with using the web-streamed format.
Assuntos
Instrução por Computador/métodos , Currículo , Educação Médica/métodos , Avaliação Educacional/métodos , Internet , Transtornos Relacionados ao Uso de Substâncias , Adulto , Instrução por Computador/estatística & dados numéricos , Educação Médica/estatística & dados numéricos , Avaliação Educacional/estatística & dados numéricos , Feminino , Humanos , Masculino , Michigan , Estudos Prospectivos , Inquéritos e Questionários , Adulto JovemAssuntos
Acetatos/uso terapêutico , Alcoolismo/complicações , Aminas , Anticonvulsivantes/uso terapêutico , Ácidos Cicloexanocarboxílicos , Distúrbios do Início e da Manutenção do Sono/tratamento farmacológico , Distúrbios do Início e da Manutenção do Sono/etiologia , Ácido gama-Aminobutírico , Adulto , Alcoolismo/epidemiologia , Alcoolismo/reabilitação , Comorbidade , Feminino , Seguimentos , Gabapentina , Humanos , Masculino , Pessoa de Meia-Idade , Distúrbios do Início e da Manutenção do Sono/epidemiologia , Temperança , Resultado do TratamentoAssuntos
Antipsicóticos/uso terapêutico , Pirenzepina/análogos & derivados , Síndrome de Tourette/tratamento farmacológico , Adolescente , Antipsicóticos/efeitos adversos , Benzodiazepinas , Relação Dose-Resposta a Droga , Esquema de Medicação , Humanos , Masculino , Olanzapina , Pirenzepina/efeitos adversos , Pirenzepina/uso terapêuticoRESUMO
Some physicians have negative attitudes and beliefs towards patients with addiction. Moreover, few residents are inclined towards a subspecialty fellowship in addiction psychiatry. We aimed to determine if a one-day educational conference could facilitate attitudinal change among 52 general psychiatry residents. Significant changes (p < 0.05) in attitudes were reported following the conference, including enhanced beliefs that physicians can motivate their addicted patients to seek treatment and increased physician interest in pursuing advanced addiction training. A one-day educational intervention may be effective in improving professional attitudes toward addiction treatment by reinforcing previously acquired medical education. The duration of these changes remains to be determined.