Veterans Affairs Medical Center, Hampton, Virginia 23667, USA.
Subst Abus. 2012;33(4):387-91. doi: 10.1080/08897077.2011.646110.
The objective of this study was to discover the utility, barriers, and experiences with the use of Alcoholics Anonymous (AA) as a learning resource in the medical school curriculum. A third-year medical student cohort and a psychiatric educator group were queried about learned experiential lessons, attendance requirements, attitudes, and obstacles encountered. Forty-three educators, whose familiarity with AA varied widely, responded to the survey. Forty-seven percent required AA attendance and reported it was a positive experience for their students. Eighty-four percent felt students should attend AA and identified obstacles to its implementation. Separately, descriptive impressions of students (N = 95) who attended AA meetings were collected. Their responses were positive 46%, neutral 43%, or negative 11%. Respondents found AA meeting experiences generally positive, and although impediments to implementation of this experience still exist, they may be overcome with concerted efforts of psychiatric educators.
本研究旨在探索将嗜酒者互诫协会（AA）作为医学院课程学习资源的效用、障碍和经验。我们调查了三年级医学生群体和精神科教育工作者群体，了解他们从 AA 中学到的经验教训、出席要求、态度和遇到的障碍。43 名对 AA 熟悉程度各不相同的教育工作者对调查做出了回应。47%的人要求学生参加 AA，并报告说这对他们的学生来说是一次积极的体验。84%的人认为学生应该参加 AA，并指出了实施这一做法的障碍。此外，我们还收集了参加 AA 会议的 95 名学生的描述性印象。他们的反应是积极的占 46%，中立的占 43%，消极的占 11%。受访者认为 AA 会议的体验总体上是积极的，尽管实施这一经验仍然存在障碍，但通过精神科教育工作者的共同努力，这些障碍可能会被克服。
