Department of PA Studies, Wake Forest School of Medicine, Winston-Salem, North Carolina.
Department of PA Studies, Wake Forest School of Medicine, Winston-Salem, North Carolina. ORCID: https://orcid.org/0000-0002-8623-1285.
J Opioid Manag. 2023 Nov-Dec;19(6):507-513. doi: 10.5055/jom.0835.
(1) To evaluate the effectiveness of a curriculum on physician assistant (PA) students' knowledge about opioid use disorder (OUD) treatment and management and (2) present student satisfaction with the curriculum.
Three cohorts of PA students completed pre- and post-intervention questionnaires about their knowledge of motivational interviewing (MI) for OUD. One cohort of students completed the 11-item questionnaire without exposure to the intervention (control group). Students' satisfaction with the curriculum was assessed as was their pre- and post-intervention knowledge about using MI for OUD. Bivariate statistical tests were used to analyze the quantitative data.
Three hundred complete and usable responses were obtained from the four cohorts of PA students (n = 300, 87.7 percent response rate). The intervention groups answered a higher number of items correctly (median = 7) than the control group (median = 6, Wilcoxon sign test M = 31, p < 0.0001). Among the intervention group, there was not a statistically significant between cohort difference on: (1) the number of identical pre- and post-intervention questionnaire items answered correctly (Chi-square = 3.77, DF = 2, p = 0.15), and (2) the total number of items answered correctly on the post-intervention questionnaire (Chi-square = 0.32, DF = 2, p = 0.85). Student comments suggest students were supportive of the curriculum, with improvements noted on how to deliver the material.
An educational intervention using MI for PA students was found to be valuable, and students who completed the intervention had greater knowledge about using MI with OUD patients than those who did not complete the training. The size of the effect was small, and more research on the curriculum is necessary prior to widespread adoption.
(1) 评估医学生助手 (PA) 学生对阿片类药物使用障碍 (OUD) 治疗和管理知识的课程效果，(2) 展示学生对课程的满意度。
三组 PA 学生完成了关于他们对 OUD 的动机访谈 (MI) 知识的预干预和后干预问卷。一组学生在未接触干预措施的情况下完成了 11 项问卷 (对照组)。评估了学生对课程的满意度，以及他们在使用 MI 治疗 OUD 方面的预干预和后干预知识。使用双变量统计检验分析定量数据。
从四组 PA 学生中获得了 300 份完整且可用的回复(n = 300，87.7%的回复率)。干预组答对的项目数(中位数=7)高于对照组(中位数=6，Wilcoxon 符号检验 M = 31，p < 0.0001)。在干预组中，各队列之间在以下方面没有统计学上的显著差异：(1) 相同的预干预和后干预问卷项目的答对数量(卡方=3.77，DF=2，p=0.15)，和(2) 后干预问卷中答对的项目总数(卡方=0.32，DF=2，p=0.85)。学生的评论表明学生对课程持支持态度，并注意到如何改进材料的交付。
使用 MI 对 PA 学生进行的教育干预被证明是有价值的，完成干预的学生对使用 MI 治疗 OUD 患者的知识比未完成培训的学生更多。效果的大小很小，在广泛采用之前，需要对课程进行更多的研究。
