A. Muzyk is associate professor, Department of Pharmacy Practice, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina, and associate professor of the practice of medical education, Duke University School of Medicine, Durham, North Carolina; ORCID: http://orcid.org/0000-0002-6904-2466. Z.P.W. Smothers is a second-year student, Doctor of Medicine Program, Duke University School of Medicine, Durham, North Carolina. D. Akrobetu is a second-year student, Doctor of Medicine Program, Duke University School of Medicine, Durham, North Carolina. J. Ruiz Veve is a third-year student, Doctor of Pharmacy Program, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina. M. MacEachern is informationist, Taubman Health Sciences Library, University of Michigan, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0002-8872-1181. J.M. Tetrault is associate professor, Department of Internal Medicine, Yale School of Medicine, New Haven, Connecticut. L. Gruppen is professor, Department of Learning Sciences, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0002-2107-0126.
Acad Med. 2019 Nov;94(11):1825-1834. doi: 10.1097/ACM.0000000000002883.
As medical schools adapt their curricula to prepare future physicians for the opioid crisis and for treating patients with substance use disorders (SUDs), educators should refer to courses described in the literature. This scoping review aimed to (1) provide a comprehensive evaluation and summation of peer-reviewed literature reporting on SUD education in medical schools globally and (2) appraise the research quality and educational outcomes reported in SUD education studies in medical schools.
The authors searched 6 databases (3 Ovid MEDLINE databases, Embase, ERIC, and Web of Science) from inception through May 25, 2018. Original English-language research studies focusing on medical students and describing SUD education in medical schools were included. The Medical Education Research Study Quality Instrument (MERSQI) was used to assess included studies.
Of 3,178 articles identified, 43 met inclusion criteria. Studies were conducted in 9 countries. Most reported on educational interventions for tobacco (n = 20; 47%); others reported on interventions for SUDs broadly (n = 15; 35%), alcohol (n = 8; 19%), and opioids (n = 1; 2%). The mean MERSQI score was 12.27 (standard deviation 2.30). Four studies (9%) reported on educational outcomes at the level of behaviors or patient or health care outcomes. The majority (n = 39; 91%) reported significant benefits.
Educational interventions relating to SUDs were effective in improving medical students' knowledge, skills, and attitudes. Educators should develop courses that achieve higher-level educational outcomes, increase education on opioid use disorders, and focus on the greatest public health concerns.
随着医学院校调整课程，为未来的医生应对阿片类药物危机和治疗药物使用障碍（SUD）患者做准备，教育工作者应参考文献中描述的课程。本范围界定审查旨在：(1) 全面评估和总结全球医学院校 SUD 教育的同行评议文献；(2) 评估医学院校 SUD 教育研究报告的研究质量和教育结果。
作者从创建到 2018 年 5 月 25 日，在 6 个数据库（3 个 Ovid MEDLINE 数据库、Embase、ERIC 和 Web of Science）中进行了搜索。纳入的原始英语研究专注于医学生，描述了医学院校的 SUD 教育。采用医学教育研究学习质量工具（MERSQI）评估纳入的研究。
在 3178 篇文章中，有 43 篇符合纳入标准。这些研究在 9 个国家进行。大多数报告了针对烟草的教育干预措施（n = 20；47%）；其他报告了针对 SUD 广泛干预措施（n = 15；35%）、酒精（n = 8；19%）和阿片类药物（n = 1；2%）。平均 MERSQI 得分为 12.27（标准差 2.30）。有 4 项研究（9%）报告了行为或患者或医疗保健结果层面的教育结果。大多数（n = 39；91%）报告了显著的益处。
与 SUD 相关的教育干预措施可有效提高医学生的知识、技能和态度。教育工作者应开发能够实现更高层次教育结果的课程，增加阿片类药物使用障碍方面的教育，并关注最大的公共卫生关注点。
