Benessair Health, Paradise Valley, AZ, USA.
Kirk Kerkorian School of Medicine, University of Nevada, Las Vegas, NV, USA.
Dialogues Clin Neurosci. 2024;26(1):56-63. doi: 10.1080/19585969.2024.2398456. Epub 2024 Sep 2.
This study evaluates the impact of a two-hour team-based learning (TBL) curriculum on medical students' knowledge, comprehension, ethical understanding, and attitudes towards psychedelic therapies.
Sixty-three pre-surveys and fifty post-surveys assessed students' perceived knowledge and attitudes using Likert scales. Forty-eight matched pre/post-knowledge tests with multiple-choice questions quantified changes in comprehension. The TBL approach featured independent learning, team readiness assessments, and application exercises.
Post-curriculum, students demonstrated significantly improved test scores (mean 41.4% increase, < 0.0001) and more positive attitudes across 16 of 18 items ( ≤ 0.0495). Overall attitude scores increased 23% ( < 0.0001). Qualitative feedback reflected enhanced comfort discussing psychedelics clinically. While some students expressed support for psychedelic-assisted therapy, others cited reservations.
This innovative curriculum bridged an important education gap given the increasing relevance of psychedelic medicine. Findings suggest TBL enhances medical student preparedness in this emerging field. Continued curricular development is warranted to ensure proper psychedelic education aligns with patient needs and legislative policies. As psychedelic research progresses, maintaining instructional excellence is crucial for future healthcare professionals.
本研究评估了两小时团队学习（TBL）课程对医学生对迷幻疗法的知识、理解、伦理理解和态度的影响。
63 份预调查和 50 份后调查使用李克特量表评估学生的感知知识和态度。48 份匹配的前后知识测试采用多项选择题量化理解变化。TBL 方法的特点是独立学习、团队准备评估和应用练习。
课程结束后，学生在 18 项中的 16 项表现出显著提高的测试成绩（平均提高 41.4%， < 0.0001）和更积极的态度（ ≤ 0.0495）。总体态度得分提高了 23%（ < 0.0001）。定性反馈反映出在临床上讨论迷幻剂的舒适度有所提高。虽然一些学生表示支持迷幻剂辅助治疗，但也有一些人表示保留意见。
鉴于迷幻药物的相关性不断增加，本创新性课程填补了重要的教育空白。研究结果表明，TBL 增强了医学生在这一新兴领域的准备程度。需要进一步开发课程，以确保适当的迷幻教育与患者需求和立法政策保持一致。随着迷幻药物研究的进展，保持教学卓越对于未来的医疗保健专业人员至关重要。
