a Department of Health Management & Informatics , University of Central Florida , Orlando , FL , USA.
b School of Medicine , Indiana University , Indianapolis , IN , USA.
Subst Use Misuse. 2019;54(8):1400-1407. doi: 10.1080/10826084.2019.1581816. Epub 2019 Mar 12.
College student preferences regarding substance use disorder (SUD) education and treatment-related education have been understudied, despite this population's relatively high risk of developing SUDs and low help-seeking rates. We sought to identify students' preferences regarding content, style, and format of educational online videos about SUDs and SUD treatment.
We held six, two-hour long focus groups with college student participants from Indiana University from 2017 to 2018 during which participants were shown drafts of scripts, mock-up images, and animation and then asked open-ended questions about their preferences and suggested changes. Focus groups were audio recorded and transcribed. Researchers then undertook thematic analysis of focus groups: independently coding transcripts for data related to the research questions, conducting consensus coding, and then analyzing coded data for themes.
39 students participated in focus groups, approximately half of whom were undergraduate students and the other half were graduate students. They preferred animated video characters that were relatable to college students but abstract enough to represent a range of students, such as stick figures with backpacks. They preferred conversational narration with subtle humor and references to realistic reasons for college students using drugs or alcohol. Participants encouraged inclusion of information about SUD impacts on school, work, and relationships, in addition to physical health. Participants opposed any content or style that could be interpreted as fear-mongering. They requested more information regarding medication-assisted treatment efficacy and less information about side effects.
College students have unique cultural needs, necessitating tailored educational interventions about SUD and SUD treatments.
尽管大学生群体有较高的物质使用障碍（SUD）发病风险和较低的寻求帮助率，但针对该群体对 SUD 教育和 SUD 治疗相关教育的偏好的研究却相对较少。我们试图确定学生对 SUD 和 SUD 治疗在线教育视频的内容、风格和格式的偏好。
我们于 2017 年至 2018 年在印第安纳大学对大学生参与者进行了六次为期两小时的焦点小组讨论，在此期间向参与者展示了剧本草案、模拟图像和动画，然后让他们回答关于偏好和建议变更的开放性问题。焦点小组的讨论内容被录音并记录下来。然后，研究人员对焦点小组进行了主题分析：对与研究问题相关的数据进行独立编码，进行共识编码，然后对编码数据进行主题分析。
39 名学生参加了焦点小组，其中约一半是本科生，另一半是研究生。他们更喜欢与大学生相关但又足够抽象以代表各种学生的动画角色，例如带有背包的抽象人物。他们更喜欢带有微妙幽默和现实原因的对话式旁白，这些原因是大学生使用毒品或酒精的原因。参与者鼓励在视频中加入 SUD 对学业、工作和人际关系的影响的信息，除了身体健康。参与者反对任何可能被解读为制造恐慌的内容或风格。他们要求提供更多关于药物辅助治疗效果的信息，而减少关于副作用的信息。
大学生有独特的文化需求，需要针对 SUD 和 SUD 治疗提供量身定制的教育干预措施。
