Davis A K, Parran T V, Graham A V
Department of Medicine, Case Western Reserve University School of Medicine, Cleveland, Ohio.
Prim Care. 1993 Mar;20(1):241-50.
Largely because of a lack of training, many primary care physicians are unaware of how they can prevent, detect, or manage substance abuse within their clinical practice. The educational process used to develop a teaching unit can be simplified by initially asking a few directed questions. The answers to these questions determine what needs to be taught while facilitating the subsequent steps of determining learning goals and objectives and selecting appropriate teaching materials and strategies. Evaluating the teaching unit on at least a cursory level provides useful information for future planning. A variety of curriculum manuals and clinical text parts can be readily incorporated into teaching units. These same sources can alternatively be adapted to an individual's own self-directed course of study. Incorporation of experimental educational strategies is especially useful in substance abuse instruction. Including recovering individuals, attendance at self-help group meetings, and role play exercises are all useful experimental strategies for engaging the learner. Tapping into organizational resources and networking with others involved in similar activities enhances one's potential through the sharing of information and through the synergism created by networking with others.
很大程度上由于缺乏培训，许多初级保健医生不知道在临床实践中如何预防、检测或处理药物滥用问题。通过最初提出一些定向问题，可以简化用于开发教学单元的教育过程。这些问题的答案决定了需要教授的内容，同时有助于确定学习目标和目的以及选择合适的教材和策略的后续步骤。至少进行粗略评估教学单元可为未来规划提供有用信息。各种课程手册和临床文本部分可轻松纳入教学单元。这些相同的资源也可改编成个人自主学习课程。在药物滥用教学中纳入实验性教育策略特别有用。纳入康复者、参加自助小组会议和角色扮演练习都是吸引学习者的有用实验策略。利用组织资源并与参与类似活动的其他人建立联系，通过信息共享以及与他人建立联系所产生的协同作用来增强个人潜力。
