TY - JOUR
T1 - Providing competency-based family medicine residency training in substance abuse in the new millennium
T2 - A model curriculum
AU - Seale, J. Paul
AU - Shellenberger, Sylvia
AU - Clark, Denice Crowe
N1 - Funding Information:
Abbreviations found within the text, tables, figures and supporting materials are as follows: AA: Alcoholics Anonymous; AAFP: American Academy of Family Physicians; ACGME: Accreditation Council for Graduate Medical Education; AFMRD: Association of Family Medicine Residency Directors; AMERSA: The Association for Medical Education and Research in Substance Abuse; CRIT: Boston University’s Chief Resident Intensive Training; CSAP: Center for Substance Abuse Prevention; CSAT: Center for Substance Abuse Treatment; EHR: Electronic Health Record; HRSA: Health Resources and Services Administration; I&CS: Interpersonal and Communication Skills; MERF: The Medical Education and Research Foundation for the Treatment of Alcoholism and Drug Dependencies; MK: Medical Knowledge; NIAAA: National Institute on Alcohol Abuse and Alcoholism; NIDA: National Institute on Drug Abuse; OSCE: Objective Structured Clinical Exams; PBL&I: Practice-Based Learning and Improvement; PC: Patient Care; PRO: Professionalism; Project MAINSTREAM: Multi-Agency Initiative on Substance Abuse Training and Education for America; R25: National Institutes of Health Research Education Grant Cycle; RRC: Family Medicine Residency Review Committee; SAMSHA: Substance Abuse and Mental Health Services Administration; SAEFP: Substance Abuse Education for Family Physicians; SBIRT: Screening, Brief Intervention and Referral to Treatment; SBI: screening and brief intervention; SBP: Systems-Based Practice; STFM: Society of Teachers of Family Medicine; SU: Substance Use; SUD: Substance Use Disorders; TWEAK: a validated alcohol screening test for pregnant women.
Funding Information:
The funding for the Betty Ford Institute Consensus Conference on Graduate Medical Education (Los Angeles, December, 2008) entitled “Addressing the Crisis: Helping Graduate Medical Education Integrate Addiction Medicine and Science into Primary Care” Conference was provided by the Norlien Foundation of Calgary, Canada and the Betty Ford Institute of Palm Desert, California. An additional collaborator with the Betty Ford Institute in the execution of the conference was The Medical Education and Research Foundation (MERF) for the Treatment of Alcoholism and Drug Dependencies. The faculty included in this conference were: Julia Arnsten, MD; Roger W. Bush, MD; Peter Coggan, MD; Nady el-Guebaly, MD; Peter Friedmann, MD; Mark Gold, MD; David C. Lewis, MD; Bertha Kalifon Madras, Ph.D.; A. Thomas McLellan, Ph.D.; Patrick G. O’Connor, MD, MPH, FACP; Richard Saitz, MD; J. Paul Seale, MD; Barbara J. Turner, MD, MSED, MA, FACP; and Stephen Wyatt, DO. Garrett O’Connor, MD was the Conference Director, Gail B. Jara, Executive Director of MERF, served as the conference Planning Coordinator, and George Lundberg, MD was the Conference Facilitator.
PY - 2010
Y1 - 2010
N2 - Background. This article, developed for the Betty Ford Institute Consensus Conference on Graduate Medical Education (December, 2008), presents a model curriculum for Family Medicine residency training in substance abuse. Methods. The authors reviewed reports of past Family Medicine curriculum development efforts, previously-identified barriers to education in high risk substance use, approaches to overcoming these barriers, and current training guidelines of the Accreditation Council for Graduate Medical Education (ACGME) and their Family Medicine Residency Review Committee. A proposed eight-module curriculum was developed, based on substance abuse competencies defined by Project MAINSTREAM and linked to core competencies defined by the ACGME. The curriculum provides basic training in high risk substance use to all residents, while also addressing current training challenges presented by U.S. work hour regulations, increasing international diversity of Family Medicine resident trainees, and emerging new primary care practice models. Results. This paper offers a core curriculum, focused on screening, brief intervention and referral to treatment, which can be adapted by residency programs to meet their individual needs. The curriculum encourages direct observation of residents to ensure that core skills are learned and trains residents with several "new skills" that will expand the basket of substance abuse services they will be equipped to provide as they enter practice. Conclusions. Broad-based implementation of a comprehensive Family Medicine residency curriculum should increase the ability of family physicians to provide basic substance abuse services in a primary care context. Such efforts should be coupled with faculty development initiatives which ensure that sufficient trained faculty are available to teach these concepts and with efforts by major Family Medicine organizations to implement and enforce residency requirements for substance abuse training.
AB - Background. This article, developed for the Betty Ford Institute Consensus Conference on Graduate Medical Education (December, 2008), presents a model curriculum for Family Medicine residency training in substance abuse. Methods. The authors reviewed reports of past Family Medicine curriculum development efforts, previously-identified barriers to education in high risk substance use, approaches to overcoming these barriers, and current training guidelines of the Accreditation Council for Graduate Medical Education (ACGME) and their Family Medicine Residency Review Committee. A proposed eight-module curriculum was developed, based on substance abuse competencies defined by Project MAINSTREAM and linked to core competencies defined by the ACGME. The curriculum provides basic training in high risk substance use to all residents, while also addressing current training challenges presented by U.S. work hour regulations, increasing international diversity of Family Medicine resident trainees, and emerging new primary care practice models. Results. This paper offers a core curriculum, focused on screening, brief intervention and referral to treatment, which can be adapted by residency programs to meet their individual needs. The curriculum encourages direct observation of residents to ensure that core skills are learned and trains residents with several "new skills" that will expand the basket of substance abuse services they will be equipped to provide as they enter practice. Conclusions. Broad-based implementation of a comprehensive Family Medicine residency curriculum should increase the ability of family physicians to provide basic substance abuse services in a primary care context. Such efforts should be coupled with faculty development initiatives which ensure that sufficient trained faculty are available to teach these concepts and with efforts by major Family Medicine organizations to implement and enforce residency requirements for substance abuse training.
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U2 - 10.1186/1472-6920-10-33
DO - 10.1186/1472-6920-10-33
M3 - Article
C2 - 20459842
AN - SCOPUS:77951959364
SN - 1472-6920
VL - 10
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 33
ER -