Transformative Learning and Critical Consciousness: A Model for Preclerkship Medical School Substance Use Disorder Education.
Abstract
<h4>Objective</h4>Preparing medical students to provide compassionate person-centered
care for people with substance use disorders (SUD) requires a re-envisioning of preclerkship
SUD education to allow for discussions on stigma, social determinants of health, systemic
racism, and healthcare inequities. The authors created a curricular thread that fosters
the development of preclerkship medical students' critical consciousness through discussion,
personal reflection, and inclusion of lived experiences.<h4>Methods</h4>The authors
used transformative learning theories to design and implement this thread in the 2021-2022
academic year in the Duke University School of Medicine preclerkship curriculum. Content
included lectures, person-centered workshops, case-based learning, motivational interviewing
of a standardized patient, and an opioid overdose simulation. Community advocates
and people with SUD and an interdisciplinary faculty were involved in the thread design
and delivery and modeled their lived experiences. Students wrote a 500-word critical
reflection essay that examined their personal beliefs in the context of providing
care for people with SUD.<h4>Results</h4>One hundred and twenty-two students submitted
essays and 30 (25%) essays were randomly selected for a qualitative analysis. Seven
major themes emerged: race/racism, systemic barriers, bias and stigma, personal growth/transformation,
language or word usage, future plans for advocacy, and existing poor outcomes. Students
were able to link material with prior knowledge and experiences, and their attitudes
towards advocacy and goals for future practice were positively influenced.<h4>Conclusion</h4>By
aligning the thread design with the principals of transformative learning, students
developed their critical consciousness toward people with SUD and cultivated a holistic
understanding of SUD.
Type
Journal articleSubject
HumansSubstance-Related Disorders
Consciousness
Curriculum
Education, Medical
Schools, Medical
Students, Medical
Permalink
https://hdl.handle.net/10161/27283Published Version (Please cite this version)
10.1007/s40596-022-01737-7Publication Info
Muzyk, Andrew; Mantri, Sneha; Mitchell, Phillip; Velkey, J Matthew; Reisinger, Deborah;
& Andolsek, Kathryn (2023). Transformative Learning and Critical Consciousness: A Model for Preclerkship Medical
School Substance Use Disorder Education. Academic psychiatry : the journal of the American Association of Directors of Psychiatric
Residency Training and the Association for Academic Psychiatry, 47(2). pp. 152-158. 10.1007/s40596-022-01737-7. Retrieved from https://hdl.handle.net/10161/27283.This is constructed from limited available data and may be imprecise. To cite this
article, please review & use the official citation provided by the journal.
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Show full item recordScholars@Duke
Kathryn Marijoan Andolsek
Professor in Family Medicine and Community Health
My career focuses on interprofessional medical education, and collaboration in community
and population health. These are critically important areas with tremendous potential
for creativity, innovation, and learning from one another. These are also strategic
tools to advance health equity.
Sneha Arun Mantri
Assistant Professor of Neurology
I am a movement disorders specialist with a clinical practice focused on the care
of people with Parkinson disease (PWP) and other movement disorders. I am interested
in ways to improve the quality of care for patients with chronic neurodegenerative
conditions, particularly translating clinically effective treatments and lifestyle
modifications (e.g. exercise) into the “real world.” While a growing
body of evidence demonstrates that physical activity, including high-intensit
Andrew Muzyk
Associate Professor of the Practice of Medical Education
Dr. Andrew Muzyk is an Associate Professor of the Practice of Medical Education at
Duke University School of Medicine in Durham, NC and an Associate Professor in the
Department of Pharmacy Practice at Campbell University College of Pharmacy and Health
Sciences in Buies Creek, NC. Dr. Muzyk also holds a Clinical Associate appointment
in the Duke University School of Nursing. Dr. Muzyk's responsibilities include teaching
students across numerous health professions programs, rounding as a c
Deborah Reisinger
Professor of the Practice of Romance Studies
Deb Reisinger, Ph.D., is Professor of the Practice in Romance Studies, affiliate faculty
in the Duke Global Health Institute, and Associate Director of the Markets and Management
Studies program. She is Director of Duke's Language Outreach Initiatives, overseeing
the Cultures and Languages Across the Curriculum (CLAC) program and the Shared Course
Initiative for Less Commonly Taught Languages with UVA and Vanderbilt.
Deb is lead author o
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