College of Allied Health Sciences School of Social Work, University of Cincinnati, Cincinnati, Ohio, USA.
Center for Addiction Research, University of Cincinnati, Cincinnati, Ohio, USA.
Subst Abus. 2021;42(4):935-943. doi: 10.1080/08897077.2021.1900982. Epub 2021 Apr 2.
One way to address substance misuse is to train health professional students in Screening, Brief Intervention, and Referral to Treatment (SBIRT), an early intervention strategy. This study evaluated a semester-long, 50-hour elective SBIRT training that blended online coursework with interprofessional experiences. Medicine, nursing, pharmacy, and social work students completed an interprofessional standardized patient experience and completed a minimum of two interprofessional SBIRT experiences at community agencies. We analyzed longitudinal data from 197 students using structural equation modeling to examine gains in knowledge and perceived competence, as well as to test if background variables predicted 30-day application of SBIRT knowledge and skills, 30-day satisfaction' 12-month frequencies of care for performing SBIRT; and number of SBIRT clients/patients served directly. Overall, student SBIRT knowledge and perceived competence both increased by more than a standard deviation during the course. Students who experienced larger gains in perceived competence rated the course significantly higher in terms of relevance and usefulness and, in turn, served significantly more SBIRT clients/patients during the following year. We did not find evidence that intra-individual growth in knowledge impacted the degree to which students ultimately applied SBIRT components. Finally, students who had more previous training and experience related to substance abuse ultimately reported greater application of SBIRT knowledge and skills. Interprofessional differences included: At baseline, medicine students had significantly lower substance abuse education knowledge as compared to the other disciplines. Pharmacy and social work students were more likely to have had previous experience with motivational interviewing. Baseline perceived competence in applying SBIRT was higher in social work and nursing. Upon completion, pharmacy and medicine students had lower satisfaction with the course. These findings suggest that SBIRT courses can increase knowledge and perceived competence; moreover, student background characteristics, work settings, and experiences may have important effects on learning SBIRT.
解决药物滥用问题的一种方法是对医疗专业学生进行筛查、简短干预和转介治疗（SBIRT）培训，这是一种早期干预策略。本研究评估了一个为期一个学期、50 小时的选修 SBIRT 培训课程，该课程将在线课程与跨专业经验相结合。医学、护理、药学和社会工作专业的学生完成了跨专业标准化患者体验，并在社区机构完成了至少两次跨专业 SBIRT 体验。我们使用结构方程模型分析了 197 名学生的纵向数据，以检验知识和感知能力的提高，并检验背景变量是否预测 30 天内 SBIRT 知识和技能的应用、30 天满意度、12 个月内执行 SBIRT 的护理频率以及直接服务的 SBIRT 客户/患者人数。总体而言，学生的 SBIRT 知识和感知能力在课程期间都提高了一个以上的标准差。感知能力提高较大的学生对课程的相关性和有用性评价显著更高，反过来，在接下来的一年中，他们直接服务的 SBIRT 客户/患者人数也显著更多。我们没有发现个体知识增长对学生最终应用 SBIRT 组件程度的影响的证据。最后，具有更多与药物滥用相关的先前培训和经验的学生最终报告了更多的 SBIRT 知识和技能的应用。跨专业差异包括：在基线时，与其他学科相比，医学专业学生的药物滥用教育知识明显较低。药学和社会工作专业的学生更有可能有过动机性访谈方面的经验。应用 SBIRT 的感知能力在社会工作和护理专业中更高。完成后，药学和医学专业的学生对课程的满意度较低。这些发现表明，SBIRT 课程可以提高知识和感知能力；此外，学生的背景特征、工作环境和经验可能对学习 SBIRT 产生重要影响。
