School of Medicine, Wayne State University, Detroit, MI, USA.
Beaumont Health, Southfield, MI, USA.
Med Educ Online. 2021 Dec;26(1):1994906. doi: 10.1080/10872981.2021.1994906.
Medical education has increasingly shifted towards replacing large lectures with a combination of online and smaller in-person group sessions. This study compares the efficacy of a virtual Opioid Overdose Prevention and Response Training (OOPRT) for first-year medical students with an identical in-person training. During their first unit of medical school, students in the class of 2023 (cohort 1) received OOPRT in-person and students in the class of 2024 (cohort 2) received training via Zoom. Aside from the delivery format, trainings were identical. Both cohorts completed identical surveys at medical school entry and post-training to evaluate knowledge and experiences using the Opioid Overdose Knowledge Scale, Opioid Overdose Attitudes Scale, Medical Conditions Regard Scale, and Naloxone Related Risk Compensation Beliefs. Of 430 students, 84.2% (362: 124 in cohort 1; 238 in cohort 2) completed baseline and post-training surveys. Students reported significantly improved opioid overdose knowledge and attitudes in all 4 knowledge and 3 attitudes subscales after training. Only one outcome differed by training type: knowledge of opioid overdose signs. Cohorts did not differ in opinions of training; 97.2% enjoyed it and 99.4% believed future classes should receive it. Medical students' attitudes and knowledge significantly improved after OOPRT; only one of 13 outcomes showed a cohort difference. There were no differences in enjoyment, indicating that switching to virtual learning does not undermine the learning experience. Further studies are needed to confirm that these results can be extended to other medical school topics where small group interactive discussion is preferred.
医学教育越来越倾向于将大型讲座与在线课程和小规模的面对面小组课程相结合。本研究比较了虚拟阿片类药物过量预防和反应培训（OOPRT）对一年级医学生与相同的面对面培训的效果。在他们医学院的第一个单元中，2023 年（第 1 队列）的学生接受了面对面的 OOPRT，而 2024 年（第 2 队列）的学生通过 Zoom 接受了培训。除了交付形式外，培训完全相同。两个队列在入学时和培训后都完成了相同的调查，以使用阿片类药物过量知识量表、阿片类药物过量态度量表、医疗状况量表和纳洛酮相关风险补偿信念评估知识和经验。在 430 名学生中，84.2%（362 名：第 1 队列 124 名；第 2 队列 238 名）完成了基线和培训后调查。学生报告说，在所有 4 个知识和 3 个态度子量表中，培训后阿片类药物过量的知识和态度都有显著提高。只有一个结果因培训类型而异：阿片类药物过量迹象的知识。两个队列在对培训的看法上没有差异：97.2%的人喜欢培训，99.4%的人认为未来的班级应该接受培训。医学生的态度和知识在接受 OOPRT 后显著提高；只有 13 项结果中的一项存在队列差异。在享受方面没有差异，这表明转向虚拟学习不会破坏学习体验。需要进一步的研究来确认这些结果可以扩展到其他更倾向于小组互动讨论的医学院课程。
