Sorkow Noah, Lauf Cameron, Berns Stephen H
Fourth-Year Medical Student, Robert Larner, M.D., College of Medicine at the University of Vermont.
Executive Director, Turning Point Center of Chittenden County.
MedEdPORTAL. 2025 Jan 24;21:11487. doi: 10.15766/mep_2374-8265.11487. eCollection 2025.
Stigmatizing attitudes held by health care professionals against individuals with substance use disorder (SUD) result in worse clinical outcomes. Story-listening has been shown to help mitigate bias for medical trainees. We created a narrative-based small-group facilitated discussion between medical students and an individual in recovery from SUD through a direct partnership with a community peer-recovery organization.
All session materials were formulated in direct partnership with the community organization. After completing prework, second-year medical students engaged in a 1.5-hour facilitated discussion with a community member in recovery and one attending physician preceptor. Student perceptions of the session and SUD were evaluated using open-ended and Likert-scale questions through an online survey. Community members engaged in their own postsession debrief.
One hundred twenty-four second-year medical students, 16 attending physician preceptors, and 10 community members in recovery participated in the session. Students agreed or strongly agreed that they appreciated the session format (92%), that they learned something new about SUD (83%), and that the session was applicable to their future career (92%). Students appreciated the small-group format and hearing someone's lived experience/perspective. Community members expressed how the session helped humanize health care providers and had interest in participating in future sessions.
Working in direct partnership with a local community organization to create an intimate narrative-based educational experience for medical students is feasible, appreciated by medical student participants, and mutually beneficial to community members and can facilitate positive changes in student knowledge and, potentially, bias regarding SUD.
医疗保健专业人员对物质使用障碍（SUD）患者持有的污名化态度会导致更差的临床结果。故事倾听已被证明有助于减轻医学实习生的偏见。我们通过与社区同伴康复组织直接合作，在医学生和一名SUD康复者之间开展了一场基于叙事的小组引导式讨论。
所有课程材料均与社区组织直接合作制定。在完成预习工作后，二年级医学生与一名社区康复成员以及一名主治医师导师进行了1.5小时的引导式讨论。通过在线调查，使用开放式问题和李克特量表问题评估学生对课程和SUD的看法。社区成员参与了他们自己的课后总结汇报。
124名二年级医学生、16名主治医师导师和10名社区康复成员参加了此次课程。学生们同意或强烈同意他们喜欢课程形式（92%），他们学到了关于SUD的新知识（83%），并且该课程适用于他们未来的职业（92%）。学生们欣赏小组形式以及聆听他人的生活经历/观点。社区成员表达了此次课程如何帮助使医疗保健提供者更有人情味，并且有兴趣参加未来的课程。
与当地社区组织直接合作，为医学生创造一种基于亲密叙事的教育体验是可行的，受到医学生参与者的赞赏，对社区成员也是互利的，并且可以促进学生知识的积极变化，以及潜在地减少对SUD的偏见。
