Addressing the Opioid Crisis: A Dynamic Case-Based Module Set for Interprofessional Educators, Learners, and Clinicians.
Date
2022-01
Journal Title
Journal ISSN
Volume Title
Repository Usage Stats
views
downloads
Citation Stats
Abstract
Introduction
In 2017, the opioid crisis was declared a public health emergency in the United States. The CDC has called for a multifaceted, collaborative approach to address the opioid epidemic. Though many resources have been made available for provider education, much of what has been published to date has focused narrowly on specific contexts and/or has become outdated.Methods
To address the need for more up-to-date and broad-based training, we designed a dynamic, module-based curriculum aligned with the 2016 CDC Opioid Prescribing Guideline. The three-part module set addresses safe opioid prescribing, recognizing and treating opioid use disorders, and opioids and pain management. Each module contains interactive content and assessments and culminates in case-based applications. The modules provide an anchor point for supplemental activities that can be utilized in various contexts.Results
As of May 2021, we recorded 3,529 module completions (≥80% performance on module assessments). A 6-month follow-up survey revealed that the majority of respondents had used the strategies they had learned to improve their prescribing practice and believed they had improved outcomes for patients.Discussion
The modules and supplementary resources can be used by clinicians and educators to combat the opioid epidemic with best practices in patient care and by meeting many state licensure requirements. Included supplemental resources are ideal for learners, providing a comprehensive understanding of the opioid crisis as well as tools for medication-assisted treatment that create capacity to immediately address these issues once learners become fully licensed.Type
Department
Description
Provenance
Citation
Permalink
Published Version (Please cite this version)
Publication Info
Porter, Rachel, Jacqueline Barnett, Melinda Blazar, Sandro Pinheiro and Lynn Bowlby (2022). Addressing the Opioid Crisis: A Dynamic Case-Based Module Set for Interprofessional Educators, Learners, and Clinicians. MedEdPORTAL : the journal of teaching and learning resources, 18. p. 11238. 10.15766/mep_2374-8265.11238 Retrieved from https://hdl.handle.net/10161/27543.
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.
Collections
Scholars@Duke
Rachel Porter
Interim Director of Preclinical Education, Senior Education Strategist
Areas of interest include:
- Physician Assistant Education
- Higher education teaching and learning, collaboration, and faculty development
- Justice, Equity, Diversity, and Inclusion
- Social Determinants of Health
- Health Policy and Advocacy
- Curriculum Development, Innovation, and Evaluation
- Emerging technologies for communicating, teaching, and learning
- Strategic Planning and Project Management in Education
- Organizational Learning and Development
Jacqueline Sabrena Barnett
Dr. Jacqueline Barnett serves as the Division Chief, Division of Physician Assistant (PA) Studies, and Program Director of the Duke PA Program. She is responsible for leading all aspects of the division and the overall organization, administration, fiscal management, and continuous review and analysis of the PA program. Prior to joining the faculty at Duke, she served as faculty at the George Washington University School of Medicine PA Program, where she received the endowed Morton A. Bender Teaching Award. Her clinical practice experiences include pediatrics, urgent care, family medicine, and infectious disease.
Dr. Barnett is a previous National Health Service Corps Scholar with a strong commitment to the medically underserved and populations that have been marginalized and historically excluded. Her career focus has been to advocate and engage in efforts to improve educational opportunities, healthcare access, public health and health outcomes for those most at risk.
She is a national leader in PA education and has been recognized for her leadership and work locally and nationally.
Melinda Frances Blazar
Director of Assessment and Evaluation, Duke Physician Assistant Program
- Support program evaluation and accreditation, support program-wide assessment efforts
- Strong interests in curriculum development and alignment, holistic assessment, competency-based education, maternal-child health education, and program evaluation and accreditation.
- Participate in general faculty roles including student advising, admissions, small group teaching and lecturing.
Physician Assistant, Duke Family Medicine Center
- Provide maternal-child health services, including low-risk obstetric care in a primary care setting
- Support families and newborns in with care and support in the immediate postpartum/neonatal period.
- Certified Centering Facilitator
- Support family medicine residency education in obstetrics and newborn education.
- Clinical preceptor for Duke PA and MD students
- Advocate for reproductive health issues
Sandro Pinheiro de Oliveira
Dr. Pinheiro directs faculty development activities for clinical and basic science faculty, designs medical and interprofessional education curricula, coaches/mentors medical faculty and fellows, and conducts evaluation and research in medical and interprofessional education. His educational competencies are in the areas of adult learning, instructional strategies, active learning, curriculum design and evaluation, and qualitative inquiry. His research activities focus on medical and interprofessional education and the assessment of change in the teaching practice of clinical instructors.
Lynn Anne Bowlby
Unless otherwise indicated, scholarly articles published by Duke faculty members are made available here with a CC-BY-NC (Creative Commons Attribution Non-Commercial) license, as enabled by the Duke Open Access Policy. If you wish to use the materials in ways not already permitted under CC-BY-NC, please consult the copyright owner. Other materials are made available here through the author’s grant of a non-exclusive license to make their work openly accessible.