Lundgren Lena, Salas-Wright Christopher P, Amodeo Maryann, Krull Ivy, Hall Taylor, Alford Daniel P
Graduate School of Social Work, University of Denver, Denver, MA, United States.
School of Social Work, Boston University, Boston, MA, United States.
J Soc Work Pract Addict. 2018;18(1):49-70. doi: 10.1080/1533256X.2017.1412977. Epub 2018 Feb 20.
This study is an educational evaluation of participants (N = 50) in a four-day immersion training program funded by the National Institute of Alcohol Abuse and Alcoholism. Using a pretest-posttest design, clinical social work faculty participants showed statistically significant (p < .001) improvement in overall alcohol and other drug-related knowledge (Baseline: Mean[SD] = 8.75 [2.44]; Post-Intervention: Mean[SD] = 13.88[1.96], Cohen's d = -2.16) in the domains of screening/assessment, brief intervention, medication-assisted treatment, and recovery and relapse prevention. Corresponding increases were also observed for faculty confidence in teaching clinical skills related to alcohol and other drug screening, assessment, and treatment.
本研究是对由美国国立酒精滥用与酒精中毒研究所资助的为期四天的沉浸式培训项目中的参与者（N = 50）进行的教育评估。采用前测-后测设计，临床社会工作教员参与者在筛查/评估、简短干预、药物辅助治疗以及康复和预防复发等领域的总体酒精及其他药物相关知识方面有统计学意义上的显著改善（p <.001）（基线：均值[标准差]= 8.75 [2.44]；干预后：均值[标准差]= 13.88[1.96]，科恩d值 = -2.16）。教员在教授与酒精及其他药物筛查、评估和治疗相关的临床技能方面的信心也有相应提高。
