Transformative Learning and Critical Consciousness: A Model for Preclerkship Medical School Substance Use Disorder Education.

dc.contributor.author

Muzyk, Andrew

dc.contributor.author

Mantri, Sneha

dc.contributor.author

Mitchell, Phillip

dc.contributor.author

Velkey, J Matthew

dc.contributor.author

Reisinger, Deborah

dc.contributor.author

Andolsek, Kathryn

dc.date.accessioned

2023-05-01T22:08:01Z

dc.date.available

2023-05-01T22:08:01Z

dc.date.issued

2023-04

dc.date.updated

2023-05-01T22:07:59Z

dc.description.abstract

Objective

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.

Methods

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.

Results

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.

Conclusion

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.
dc.identifier

10.1007/s40596-022-01737-7

dc.identifier.issn

1042-9670

dc.identifier.issn

1545-7230

dc.identifier.uri

https://hdl.handle.net/10161/27283

dc.language

eng

dc.publisher

Springer Science and Business Media LLC

dc.relation.ispartof

Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry

dc.relation.isversionof

10.1007/s40596-022-01737-7

dc.subject

Humans

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Substance-Related Disorders

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Consciousness

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Curriculum

dc.subject

Education, Medical

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Schools, Medical

dc.subject

Students, Medical

dc.title

Transformative Learning and Critical Consciousness: A Model for Preclerkship Medical School Substance Use Disorder Education.

dc.type

Journal article

duke.contributor.orcid

Muzyk, Andrew|0000-0002-6904-2466

duke.contributor.orcid

Mantri, Sneha|0000-0003-4556-0522

duke.contributor.orcid

Reisinger, Deborah|0000-0002-5734-4029

duke.contributor.orcid

Andolsek, Kathryn|0000-0001-7994-3869

pubs.begin-page

152

pubs.end-page

158

pubs.issue

2

pubs.organisational-group

Duke

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School of Medicine

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School of Nursing

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Trinity College of Arts & Sciences

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Staff

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Nursing

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Clinical Science Departments

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Institutes and Centers

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Family Medicine and Community Health

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Family Medicine and Community Health, Family Medicine

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Romance Studies

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Institutes and Provost's Academic Units

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University Institutes and Centers

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Duke Global Health Institute

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Duke Institute for Brain Sciences

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Neurology

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Neurology, Movement Disorders

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Center for the Study of Aging and Human Development

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Medical Education

pubs.publication-status

Published

pubs.volume

47

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