Scheinberg Nataliya, Andersen Rebecca, Gruver Michelle, Kim Sean Hyungwoo
Bernard J. Dunn School of Pharmacy, Shenandoah University, USA.
Heliyon. 2023 Jan 21;9(2):e13122. doi: 10.1016/j.heliyon.2023.e13122. eCollection 2023 Feb.
Studies show that pharmacists are unsure in their ability to screen patients for substance abuse. This study evaluates the efficacy of incorporating interprofessional education (IPE) into a substance misuse training program on pharmacy students' learning outcomes in providing screening and counseling for substance misuse.
Pharmacy students from 2019 to 2020 completed 3 substance misuse training modules. Students from the class of 2020 completed an additional IPE event. Both cohorts completed pre- and post-surveys that evaluated knowledge of content and comfort level with patient screening and counseling regarding substance misuse. Paired student t-tests and difference-in-difference analyses were used to evaluate the impact of the IPE event.
Both cohorts (n = 127) showed statistically significant improvement in learning outcomes in providing substance misuse screening and counseling. IPE yielded extremely positive feedback from all students, but its addition to the overall training did not improve learning outcomes. This may be attributed to the differences in baseline knowledge of each class cohort.
Substance misuse training successfully improved pharmacy student knowledge and comfort level with providing patient screening and counseling services. Though the IPE event did not improve learning outcomes, qualitative student feedback was overwhelmingly positive and supports the continued incorporation of IPE.
研究表明，药剂师对筛查患者药物滥用情况的能力缺乏信心。本研究评估将跨专业教育（IPE）纳入药物滥用培训计划对药学专业学生在提供药物滥用筛查和咨询方面学习成果的有效性。
2019年至2020年的药学专业学生完成了3个药物滥用培训模块。2020级的学生还参加了一次额外的跨专业教育活动。两个队列的学生都完成了课前和课后调查，这些调查评估了他们对药物滥用相关内容的知识以及对患者筛查和咨询的舒适度。使用配对学生t检验和差分分析来评估跨专业教育活动的影响。
两个队列（n = 127）在提供药物滥用筛查和咨询的学习成果方面均有统计学上的显著改善。跨专业教育得到了所有学生的积极反馈，但将其纳入整体培训并未提高学习成果。这可能归因于每个班级队列的基线知识差异。
药物滥用培训成功提高了药学专业学生在提供患者筛查和咨询服务方面的知识和舒适度。尽管跨专业教育活动没有提高学习成果，但学生的定性反馈总体上是积极的，并支持继续纳入跨专业教育。
