Database: ERIC Education and Training in Psychiatry in the U.K. Stuart Carney; Dinesh K Bhugra 2013 English Article (EJ) 5 Academic Psychiatry, v37 n4 p243-247 Jul 2013 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Background/Objective: Recent training and education changes have raised important issues in delivery of psychiatric education at all levels. In this article, the authors describe the current status of mental health education in the training of all doctors and postgraduate training and education in psychiatry in the U.K. Method: The authors explore and describe some of the initiatives that are being used in order to increase exposure to mental health placements in the Foundation Program, and they then describe the existing specific mental health opportunities within general practice and other specialist training programs.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ1016832 Author(s): Carney, Stuart ; Bhugra, Dinesh K. Title: Education and Training in Psychiatry in the U.K. Source: Academic Psychiatry v37 n4 p243-247 Jul 2013 (5 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.12060109 Standard No: ISSN: 1042-9670 Language: English Abstract: Background/Objective: Recent training and education changes have raised important issues in delivery of psychiatric education at all levels. In this article, the authors describe the current status of mental health education in the training of all doctors and postgraduate training and education in psychiatry in the U.K. Method: The authors explore and describe some of the initiatives that are being used in order to increase exposure to mental health placements in the Foundation Program, and they then describe the existing specific mental health opportunities within general practice and other specialist training programs. Description: After graduation from medical school, a two-year Foundation training program is a must, and, at the end of the first year, trainees become eligible for full registration with the "regulator," the General Medical Council; after finishing the second year, they become eligible to undertake specialist training. Psychiatry training takes up to 6 years, and six specialties are recognized as leading to certificates for completion of training before independent practice. These six specialties are (1) general and community; (2) child and adolescent; (3) medical psychotherapy; (4) forensic psychiatry; (5) psychiatry of old age; and (6) psychiatry of learning disability. Also, three subspecialties--liaison psychiatry, addictions, and rehabilitation--form a part of the training in general and community psychiatry. Conclusions: The authors discuss advantages and disadvantages of such an approach and raise key issues related to ongoing work to improve recruitment, progression, and retention of trainee psychiatrists. References: Number: 13 Peer Reviewed: Yes SUBJECT(S) Descriptor: Psychiatry Medical Education Foreign Countries Educational Change Mental Health Specialists Psychotherapy Children Adolescents Crime Older Adults Learning Disabilities Addictive Behavior Student Recruitment Rehabilitation Identifier: United Kingdom; United Kingdom Note(s): Education Level: Higher Education; Postsecondary Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2014; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Designing Standardized Patient Assessments to Measure SBIRT Skillsfor Residents: A Literature Review and Case Study Maria A Wamsley; Katherine A Julian; Patricia O'Sullivan; Jason M Satterfield; Derek D Satre; Elinore McCance-Katz; Steven L Batki 2013 English Article (EJ) 20 Journal of Alcohol and Drug Education, v57 n1 p46-65 Apr 2013 American Alcohol and Drug Information Foundation. P.O. Box 10212, Lansing, MI 48901. Tel: 517-484-1770; Fax: 517-487-2474; e-mail: jadejournal@earthlink.net; Web site: http://www.jadejournal.com Objectives: Resident physicians report insufficient experience caring for patients with substance use disorders (SUDs). Resident training in Screening, Brief Intervention, and Referral to Treatment (SBIRT) has been recommended. We describe the development of a standardized patient (SP) assessment to measure SBIRT skills, resident perceptions of the exercise, and confidence in SBIRT skills.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1550 University of Michigan Library INDEPENDENT U-M LIBRARIES Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1993-; 17-57; 1971/1972-2013; 58-; 2014- External Resources: Cite This Item Accession No: EJ1014109 Author(s): Wamsley, Maria A. ; Julian, Katherine A. ; O'Sullivan, Patricia ; Satterfield, Jason M. ; Satre, Derek D. ; McCance-Katz, Elinore ; Batki, Steven L. Title: Designing Standardized Patient Assessments to Measure SBIRT Skillsfor Residents: A Literature Review and Case Study Source: Journal of Alcohol and Drug Education v57 n1 p46-65 Apr 2013 (20 pages) Additional Info: American Alcohol and Drug Information Foundation. P.O. Box 10212, Lansing, MI 48901. Tel: 517-484-1770; Fax: 517-487-2474; e-mail: jadejournal@earthlink.net; Web site: http://www.jadejournal.com; http://jadejournal.com/journal_abstracts%201.htm Standard No: ISSN: 0090-1482 Language: English Abstract: Objectives: Resident physicians report insufficient experience caring for patients with substance use disorders (SUDs). Resident training in Screening, Brief Intervention, and Referral to Treatment (SBIRT) has been recommended. We describe the development of a standardized patient (SP) assessment to measure SBIRT skills, resident perceptions of the exercise, and confidence in SBIRT skills. Methods: Fifteen Internal Medicine residents participated in the pre-curriculum SP assessment and 12 participated in the post-curriculum assessment. Results: Residents reported that SP encounters were similar to patients seen, and resident satisfaction was high. Residents felt confident screening for alcohol abuse, but less confident developing SUD treatment plans. Conclusion: An SP assessment can evaluate SBIRT skills and is well received. Residents may need additional practice to improve confidence in making SUD treatment plans. (Contains 5 tables.) References: Number: 33 Peer Reviewed: Yes SUBJECT(S) Descriptor: Substance Abuse Physicians Screening Tests Intervention Referral Internal Medicine Curriculum Satisfaction Alcohol Abuse Graduate Medical Education Drug Abuse Competence Check Lists Self Efficacy Medical Students Knowledge Level Clinical Diagnosis Surveys Literature Reviews Note(s): Education Level: Higher Education; Postsecondary Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research; Information Analyses Date of Entry: 2014; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The Effect of MSW Education on Students' Knowledge and Attitudes Regarding Substance Abusing Clients Evan Senreich; Shulamith Lala A Straussner 2013 English Article (EJ) 16 Journal of Social Work Education, v49 n2 p321-336 2013 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Entering ("n"?=?475) and graduating ("n"?=?454) students at 3 master's of social work programs in the northeast were compared regarding their knowledge and attitudes concerning working with substance abusing clients. In comparison to entering students, graduating students demonstrated modestly higher levels of knowledge, role adequacy, and role legitimacy, but less desire to work with this population.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1441 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 21-47; 1985-2011; 1996-; 48:4-49:1-2,50:1-3; 2012-2014 External Resources: Cite This Item Accession No: EJ1011557 Author(s): Senreich, Evan ; Straussner, Shulamith Lala A. Title: The Effect of MSW Education on Students' Knowledge and Attitudes Regarding Substance Abusing Clients Source: Journal of Social Work Education v49 n2 p321-336 2013 (16 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.tandfonline.com/doi/full/10.1080/10437797.2013.768485 Standard No: ISSN: 1043-7797 Language: English Abstract: Entering ("n"?=?475) and graduating ("n"?=?454) students at 3 master's of social work programs in the northeast were compared regarding their knowledge and attitudes concerning working with substance abusing clients. In comparison to entering students, graduating students demonstrated modestly higher levels of knowledge, role adequacy, and role legitimacy, but less desire to work with this population. A multivariate analysis revealed numerous factors that affected students' knowledge and attitudes: gender; ethnicity; exposure to substance abuse through family, friends, or self; taking a substance abuse course in an academic setting; having an internship in a substance abuse setting; substance abuse training outside of an academic setting; and exposure to substance abusers through employment. Implications of these findings for social work education are discussed. (Contains 4 tables.) References: Number: 21 Peer Reviewed: Yes SUBJECT(S) Descriptor: Substance Abuse Social Work Client Characteristics (Human Services) Knowledge Level Multivariate Analysis Graduate Students Achievement Gains Educational Experience Positive Attitudes Predictor Variables Questionnaires Student Surveys Cohort Analysis Counselor Training Performance Factors Student Attitudes Attitude Change Identifier: United States (Northeast) Note(s): Education Level: Higher Education; Postsecondary Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2014; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The Implementation of Inmate Mentor Programs in the Correctional Treatment System as an Innovative Approach Jana Cook; Scott McClure; Igor Koutsenok; Scot Lord 2008 English Article (EJ) 10 Journal of Teaching in the Addictions, v7 n2 p123-132 2008 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals In October 2006, the California Men's Colony (CMC) in San Luis Obispo, faced with staff recruitment and retention difficulties, took an innovative step to utilize long-term sentenced inmates as peer mentors and primary counselors to lead their prison-based therapeutic community (TC) program. The program was designed, developed, and implemented through the collaborative efforts of CMC's Our House program, the California Department of Corrections and Rehabilitation (CDCR), the University of California, San Diego (UCSD), Center for Criminality and Addiction Research, Training and Application (CCARTA), and the Orange County Department of Education (OCDE).... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 278 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 2002- External Resources: Cite This Item Accession No: EJ876177 Author(s): Cook, Jana ; McClure, Scott ; Koutsenok, Igor ; Lord, Scot Title: The Implementation of Inmate Mentor Programs in the Correctional Treatment System as an Innovative Approach Source: Journal of Teaching in the Addictions v7 n2 p123-132 2008 (10 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/15332700802418758 Standard No: ISSN: 1533-2705 Language: English Abstract: In October 2006, the California Men's Colony (CMC) in San Luis Obispo, faced with staff recruitment and retention difficulties, took an innovative step to utilize long-term sentenced inmates as peer mentors and primary counselors to lead their prison-based therapeutic community (TC) program. The program was designed, developed, and implemented through the collaborative efforts of CMC's Our House program, the California Department of Corrections and Rehabilitation (CDCR), the University of California, San Diego (UCSD), Center for Criminality and Addiction Research, Training and Application (CCARTA), and the Orange County Department of Education (OCDE). The program is designed to be a peer mentor-driven 24-hour TC built to uphold the fundamental TC principles that have been lost in many treatment programs. UCSD CCARTA was instrumental in training the long-term residents who served as peer mentors in substance abuse treatment principles and strategies, equivalent to the training received by state-funded providers for the nationally accredited Forensic Addictions Corrections Treatment certification program, and the OCDE joined the program to support the community's structural and educational needs. Since the implementation of the peer-driven Our House program, the peer mentors have demonstrated exceptional command of a TC environment and have yielded a postrelease aftercare attendance of approximately 81%, a number much higher than that of most treatment programs in CDCR. Thus, the peer-mentor-driven treatment model may be a much needed solution for the improvement of program quality and effectiveness, especially in rural and other hard-to-hire regions with constant staff retention problems. References: Number: 18 Peer Reviewed: Yes SUBJECT(S) Descriptor: Educational Needs Mentors Substance Abuse Program Improvement Labor Turnover Therapeutic Environment Psychotherapy Correctional Institutions Correctional Rehabilitation Attendance Peer Groups Program Effectiveness Drug Addiction Identifier: California; California Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2010; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Internal Medicine Residents' Training in Substance Use Disorders: A Survey of the Quality of Instruction and Residents' Self-Perceived Preparedness to Diagnose and Treat Addiction Sarah E Wakeman; Meridale V Baggett; Genevieve Pham-Kanter; Eric G Campbell 2013 English Article (EJ) 8 Substance Abuse, v34 n4 p363-370 2013 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Background: Resident physicians are the direct care providers for many patients with addiction. This study assesses residents' self-perceived preparedness to diagnose and treat addiction, measures residents' perceptions of the quality of addictions instruction, and evaluates basic knowledge of addictions. Methods: A survey was e-mailed to 184 internal medicine residents at Massachusetts General Hospital in May 2012.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ1035228 Author(s): Wakeman, Sarah E. ; Baggett, Meridale V. ; Pham-Kanter, Genevieve ; Campbell, Eric G. Title: Internal Medicine Residents' Training in Substance Use Disorders: A Survey of the Quality of Instruction and Residents' Self-Perceived Preparedness to Diagnose and Treat Addiction Source: Substance Abuse v34 n4 p363-370 2013 (8 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2013.797540 Standard No: ISSN: 0889-7077 Language: English Abstract: Background: Resident physicians are the direct care providers for many patients with addiction. This study assesses residents' self-perceived preparedness to diagnose and treat addiction, measures residents' perceptions of the quality of addictions instruction, and evaluates basic knowledge of addictions. Methods: A survey was e-mailed to 184 internal medicine residents at Massachusetts General Hospital in May 2012. Results: Responses were obtained from 55% of residents. Residents estimated that 26% of inpatients they cared for met criteria for a substance use disorder (SUD). Twenty-five percent of residents felt unprepared to diagnose and 62% felt unprepared to treat addiction. Only 13% felt very prepared to diagnose addiction. No residents felt very prepared to treat addiction. Preparedness to diagnose or treat addiction did not differ significantly across postgraduate year (PGY) level. Fifty-five percent rated the overall instruction in addictions as poor or fair. Seventy-two percent of residents rated the quality of addictions training as poor or fair in the outpatient clinical setting, and 56% in the inpatient setting. No resident answered all 6 knowledge questions correctly. Slightly more than half correctly identified the mechanism of buprenorphine and 19% correctly answered a question about naltrexone. Nine percent of residents responded that someone had expressed concern about the respondent's substance use. Conclusions: Despite providing care for a substantial population with addiction, the majority of internal medicine residents in this study feel unprepared to treat SUDs. More than half rate the quality of addictions instruction as fair or poor. Structured and comprehensive addictions curriculum and faculty development are needed to address the deficiencies of the current training system. References: Number: 18 Peer Reviewed: Yes SUBJECT(S) Descriptor: Training Physicians Graduate Medical Education Addictive Behavior Substance Abuse Knowledge Level Clinical Diagnosis Medical Services Educational Quality Competence Online Surveys Statistical Analysis Identifier: Massachusetts; Massachusetts Note(s): Education Level: Higher Education; Postsecondary Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires Date of Entry: 2014; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Team-Based Learning Exercise Efficiently Teaches Brief Intervention Skills to Medicine Residents Maria A Wamsley; Katherine A Julian; Patricia O'Sullivan; Elinore F McCance-Katz; Steven L Batki; Derek D Satre; Jason Satterfield 2013 English Article (EJ) 6 Substance Abuse, v34 n4 p344-349 2013 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Background: Evaluations of substance use screening and brief intervention (SBI) curricula typically focus on learner attitudes and knowledge, although effects on clinical skills are of greater interest and utility. Moreover, these curricula often require large amounts of training time and teaching resources. This study examined whether a 3-hour SBI curriculum for internal medicine residents utilizing a team-based learning (TBL) format is effective for SBI skills as measured by a standardized patient (SP) assessment.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ1035227 Author(s): Wamsley, Maria A. ; Julian, Katherine A. ; O'Sullivan, Patricia ; McCance-Katz, Elinore F. ; Batki, Steven L. ; Satre, Derek D. ; Satterfield, Jason Title: Team-Based Learning Exercise Efficiently Teaches Brief Intervention Skills to Medicine Residents Source: Substance Abuse v34 n4 p344-349 2013 (6 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2013.787958 Standard No: ISSN: 0889-7077 Language: English Abstract: Background: Evaluations of substance use screening and brief intervention (SBI) curricula typically focus on learner attitudes and knowledge, although effects on clinical skills are of greater interest and utility. Moreover, these curricula often require large amounts of training time and teaching resources. This study examined whether a 3-hour SBI curriculum for internal medicine residents utilizing a team-based learning (TBL) format is effective for SBI skills as measured by a standardized patient (SP) assessment. Methods: A waitlist-controlled design was employed. Results: Twenty-four postgraduate year 2 (PGY-2) and PGY-3 residents participated in a SP assessment prior to the TBL session (waitlist control group) and 32 participated in a SP assessment after the TBL session (intervention group). The intervention residents demonstrated better brief intervention skills than waitlist control residents, but there were no differences between the groups in screening and assessment skills. Residents receiving the TBL curriculum prior to the SP assessment reported increased confidence in all SBI skills. Conclusion: Findings indicate that a brief educational intervention can improve brief intervention skills. However, more intensive education may be needed to improve substance use screening and assessment. References: Number: 41 Peer Reviewed: Yes SUBJECT(S) Descriptor: Substance Abuse Screening Tests Intervention Curriculum Teamwork Patients Evaluation Methods Graduate Students Medical Students Experimental Groups Control Groups Comparative Analysis Skill Development Self Efficacy Readiness Program Evaluation Counseling Counselor Qualifications Identifier: California; California Note(s): Associated Inst: Substance Abuse and Mental Health Services Administration (DHHS/PHS); Education Level: Higher Education; Postsecondary Education; Contract No: U79T1020295 Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2014; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Impact of a Faculty Development Program in Addiction Psychology William R Miller; Robert E Anderson 2003 English Article (EJ) 15 Journal of Teaching in the Addictions, v2 n2 p1-15 2003 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals The Faculty Development Programs (FDP) were intended to increase substance abuse education in mainstream professional training programs by attracting and educating core faculty to teach about addictions. Five psychology faculty in the PhD program at the University of New Mexico participated in the only FDP funded within the discipline of psychology.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 278 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 2002- External Resources: Cite This Item Accession No: EJ843895 Author(s): Miller, William R. ; Anderson, Robert E. Title: Impact of a Faculty Development Program in Addiction Psychology Source: Journal of Teaching in the Addictions v2 n2 p1-15 2003 (15 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1300/J188v02n02_01 Standard No: ISSN: 1533-2705 Language: English Abstract: The Faculty Development Programs (FDP) were intended to increase substance abuse education in mainstream professional training programs by attracting and educating core faculty to teach about addictions. Five psychology faculty in the PhD program at the University of New Mexico participated in the only FDP funded within the discipline of psychology. Although none had a primary focus or expertise in substance use disorders prior to the FDP, all four of the Assistant Professors became addiction researchers. During the 5 years prior to FDP, 11% of their publications had focused on addictions, a figure not significantly different from other psychology department faculty. This figure rose to 43% during the 5 FDP years, and 70% during the 5 years after FDP. The number of addiction courses taught in the department of psychology rose from 5, to 11, to 22 during these same three 5-year periods. Graduate theses and dissertations on addiction topics also rose from 1.1 per year prior to FDP (all chaired by the same faculty member), to 3.4 per year during FDP and 3.5 per year after FDP. In the 5 years following FDP, 46 theses and dissertations focused on addictions, chaired by 13 different psychology department faculty. Effects of FDP were also apparent among PhD graduates of the department, who showed significant increases in knowledge about addictions, willingness and confidence to treat (rather than refer) substance use disorders, and a doubling of addictive disorders in their post-degree caseloads. This diffusion effect is also seen in the presence of 11 new "second generation" research faculty in the department of psychology who were trained by FDP faculty, and who work full-time in addiction research, of whom six have already been awarded extramural funding. Although only one of the original five FDP fellows remains on faculty, clear effects of FDP endure in departmental teaching and scholarship, and in the addiction training and research of PhD graduates. Based on this program case study, FDP appears to be a promising model for institutionalizing substance abuse research and teaching within a scientist-practitioner training program, and for developing new investigators in addiction research. (Contains 1 figure and 2 tables.) References: Number: 4 Peer Reviewed: Yes SUBJECT(S) Descriptor: Substance Abuse Professional Training Doctoral Dissertations Psychology Faculty Development College Faculty College Curriculum Alcohol Education Drug Education Faculty Publishing College Graduates Theses Addictive Behavior Identifier: New Mexico; New Mexico Note(s): Target Audience: Teachers; Education Level: Higher Education; Postsecondary Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2009; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Building Partnerships for Better Communities: Success Stories from Indian Country. Aspen Systems Corp., Rockville, MD. 1997 English Document (ED) 42 This report describes 18 American Indian and Alaska Native community programs administered by Indian Housing Authorities (IHAs). The programs were funded first by the U.S. Department of Housing and Urban Development's Community Relations and Involvement programs aimed at improving quality of life for housing authority residents, but most IHAs have obtained supplemental funding from tribal and nongovernmental sources.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED418826 Title: Building Partnerships for Better Communities: Success Stories from Indian Country. Corp Author(s): Aspen Systems Corp., Rockville, MD. Publication: 1997-04-00 Description: 42 p. Language: English Abstract: This report describes 18 American Indian and Alaska Native community programs administered by Indian Housing Authorities (IHAs). The programs were funded first by the U.S. Department of Housing and Urban Development's Community Relations and Involvement programs aimed at improving quality of life for housing authority residents, but most IHAs have obtained supplemental funding from tribal and nongovernmental sources. The individual programs highlighted show responses to social and economic isolation, substance abuse, educational needs, employment patterns, job training needs, child care needs, youth needs, community needs, traditional culture, and community values. The programs are located on the Fond du Lac Reservation of Chippewa (Minnesota), Ho-Chunk Nation (Wisconsin), Mississippi Band of Choctaw reservations, Sault Ste. Marie Tribe of Chippewas lands (Michigan), Choctaw Nation (Oklahoma), Cherokee Nation (Oklahoma), Chickasaw Nation (Oklahoma), Standing Rock Reservation (South Dakota), Crow Reservation (Montana), Fort Berthold Reservation (North Dakota), Navajo Nation (Arizona), northern California rancherias, Makah Nation (Washington), Puyallup Nation (Washington), communities of the Pribilof and Aleutian Islands (Alaska), rural villages of Alaska's interior, communities of Cook Inlet (Alaska), and Tlingit-Haida villages of Alaska's southeast panhandle. (SAS) SUBJECT(S) Descriptor: Community Education Community Involvement Cultural Maintenance Federal Programs Housing Prevention Tribes (Major): Alaska Natives American Indian Reservations American Indians Community Programs Substance Abuse Youth Programs Note(s): Contract No: DU100C000018407; Associated Inst: Office of Native American Programs (HUD), Washington, DC. Document Type: Document (ED) Publication Type: Reports - Descriptive Date of Entry: 1998; RIESEP1998 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Comprehensive Health Care Program for American Indians & Alaska Natives. Indian Health Service (PHS/HSA), Rockville, MD. 1994 English Document (ED) 55 This booklet summarizes programs of the Indian Health Service (IHS). The IHS was created in 1954 as part of the Public Health Service when responsibility for American Indian and Alaska Native health care was transferred from the Department of the Interior's Bureau of Indian Affairs to the Department of Health, Education, and Welfare. The goal of the IHS is to raise the health status of American Indians and Alaska Natives to the highest possible level.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED414114 Title: Comprehensive Health Care Program for American Indians & Alaska Natives. Access ERIC: FullText Corp Author(s): Indian Health Service (PHS/HSA), Rockville, MD. Publication: 1994-00-00 Description: 55 p. Language: English Abstract: This booklet summarizes programs of the Indian Health Service (IHS). The IHS was created in 1954 as part of the Public Health Service when responsibility for American Indian and Alaska Native health care was transferred from the Department of the Interior's Bureau of Indian Affairs to the Department of Health, Education, and Welfare. The goal of the IHS is to raise the health status of American Indians and Alaska Natives to the highest possible level. Since 1955 the average life expectancy for American Indians and Alaska Natives has risen 19%; mortality rate among Indians with tuberculosis has decreased 96%; and infant mortality rates have decreased 85%. These improved health numbers are the result of stronger central program supervision, more qualified staff, and an accelerated public health program, including establishment of public health clinics on all reservations. The booklet describes the following IHS programs: (1) health care programs (preventive health services, emergency medical services, environmental health and engineering services, pharmacy services, contract health services, health education program, community-based programs, alcoholism and substance abuse program, school-based programs, diabetes program, nutrition program, mental health program, community health representative program, dental program, laboratory program); (2) special health concerns and initiatives (AIDS, maternal and child health, otitis media, nursing, aging, health care database management system, physician services); (3) IHS career opportunities and training programs (IHS manpower program, advanced professional and specialty training, Commissioned Officer Student Training and Extern Program); and (4) paraprofessional training (community health aide training, mental health worker training, nutrition and dietetics training, optometric assistant training, dental assistant training). The 12 Area Offices of the IHS health care delivery system are also described. Includes photographs and a national map of IHS health facilities. (TSP) SUBJECT(S) Descriptor: Alaska Natives Allied Health Occupations Education American Indian Reservations American Indians Delivery Systems Elementary Secondary Education Federal Indian Relationship Health Education Health Occupations Health Programs Health Services Medical Education Postsecondary Education Public Health Special Health Problems Technical Education Tribes Identifier: Indian Health Service Document Type: Document (ED) Publication Type: Reports - Descriptive Date of Entry: 1998 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- A Model Alcohol and Other Drug Use Curriculum for Pediatric Residents. Patricia K Kokotailo 1995 English Article (EJ) Academic Medicine, v70 n6 p495-98 Jun 1995 A University of Wisconsin program for pediatric residents included participation in a community-based alcohol and other drug abuse assessment and intervention program for adolescents, didactic sessions, role playing, and interview skills training. Participating students (n=25) showed significant gains in knowledge, use of screening techniques, and clinical management skills as compared with controls.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 985 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 71-82; 1996-2007; 64-70; 1989-1995; 64-; 1989- External Resources: Cite This Item Accession No: EJ508627 Author(s): Kokotailo, Patricia K. ; And Others Title: A Model Alcohol and Other Drug Use Curriculum for Pediatric Residents. Source: Academic Medicine v70 n6 p495-98 Jun 1995 Standard No: ISSN: 1040-2446 Language: English Abstract: A University of Wisconsin program for pediatric residents included participation in a community-based alcohol and other drug abuse assessment and intervention program for adolescents, didactic sessions, role playing, and interview skills training. Participating students (n=25) showed significant gains in knowledge, use of screening techniques, and clinical management skills as compared with controls. Students rated all curriculum components positively. (MSE) Peer Reviewed: Yes SUBJECT(S) Descriptor: Adolescents Alcohol Abuse Curriculum Design Drug Abuse Drug Education Graduate Medical Education Higher Education Interviews Pediatrics Physician Patient Relationship Professional Education Program Descriptions Questioning Techniques Substance Abuse Identifier: University of Wisconsin Document Type: Article (EJ) Publication Type: Reports - Evaluative; Journal Articles Date of Entry: 1995 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The Education of Iowa's Professionals in Substance Abuse by Pregnant Women. Mary Alice Butler 1994 English Article (EJ) Journal of Alcohol and Drug Education, v40 n1 p1-14 Fall 1994 This article reports on a survey of 115 schools of education and training for health professionals, inquiring into the recognition of substance abuse and substance abuse in pregnancy as a curriculum concern. Although most schools reported that substance abuse falls within their curricula, some respondents requested continuing education on the subject. (RJM) Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1550 University of Michigan Library INDEPENDENT U-M LIBRARIES Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1993-; 17-57; 1971/1972-2013; 58-; 2014- External Resources: Cite This Item Accession No: EJ495926 Author(s): Butler, Mary Alice ; And Others Title: The Education of Iowa's Professionals in Substance Abuse by Pregnant Women. Source: Journal of Alcohol and Drug Education v40 n1 p1-14 Fall 1994 Standard No: ISSN: 0090-1482 Language: English Abstract: This article reports on a survey of 115 schools of education and training for health professionals, inquiring into the recognition of substance abuse and substance abuse in pregnancy as a curriculum concern. Although most schools reported that substance abuse falls within their curricula, some respondents requested continuing education on the subject. (RJM) Peer Reviewed: Yes SUBJECT(S) Descriptor: Alcohol Abuse Curriculum Drug Abuse Drug Use Health Education Health Personnel Medical Education Mothers Pregnancy Prenatal Care Prevention School Surveys Substance Abuse Surveys Identifier: Iowa; Iowa Document Type: Article (EJ) Publication Type: Reports - Research; Tests/Questionnaires; Journal Articles Date of Entry: 1995 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Analysis of Substance Use and Abuse Instruction in U.S. Physician Assistant Education Programs. Judith Rabak-Wagener; R Ellen Davis 1995 English Article (EJ) Journal of Alcohol and Drug Education, v40 n3 p99-108 Spr 1995 Reports results of a survey of 50 accredited physician assistant programs regarding their substance use/abuse education: curricula, legal and ethical perspectives, and teaching methodologies. Traditional teaching methods, general biomedical concepts, and treatment modes and outcomes are emphasized, while developing students' multicultural awareness and treatment skills is not stressed by most programs. (LKS) Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1550 University of Michigan Library INDEPENDENT U-M LIBRARIES Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1993-; 17-57; 1971/1972-2013; 58-; 2014- External Resources: Cite This Item Accession No: EJ509563 Author(s): Rabak-Wagener, Judith ; Davis, R. Ellen Title: Analysis of Substance Use and Abuse Instruction in U.S. Physician Assistant Education Programs. Source: Journal of Alcohol and Drug Education v40 n3 p99-108 Spr 1995 Standard No: ISSN: 0090-1482 Language: English Abstract: Reports results of a survey of 50 accredited physician assistant programs regarding their substance use/abuse education: curricula, legal and ethical perspectives, and teaching methodologies. Traditional teaching methods, general biomedical concepts, and treatment modes and outcomes are emphasized, while developing students' multicultural awareness and treatment skills is not stressed by most programs. (LKS) Peer Reviewed: Yes SUBJECT(S) Descriptor: Alcohol Education Allied Health Occupations Education Cross Cultural Training Cultural Pluralism Curriculum Development Drug Education Minority Groups Physicians Assistants Professional Training Program Attitudes Identifier: United States; United States Document Type: Article (EJ) Publication Type: Reports - Research; Journal Articles Date of Entry: 1996 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Medical Students' Experiences with Addicted Patients: A Web-Based Survey Deana Midmer; Meldon Kahan; Lynn Wilson 2008 English Article (EJ) 8 Substance Abuse, v29 n1 p25-32 2008 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Project CREATE was an initiative to strengthen undergraduate medical education in addictions. As part of a needs assessment, forty-six medical students at Ontario's five medical schools completed a bi-weekly, interactive web-based survey about addiction-related learning events. In all, 704 unique events were recorded, for an average of 16.7 entries per student.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ888870 Author(s): Midmer, Deana ; Kahan, Meldon ; Wilson, Lynn Title: Medical Students' Experiences with Addicted Patients: A Web-Based Survey Source: Substance Abuse v29 n1 p25-32 2008 (8 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1300/J465v29n01_04 Standard No: ISSN: 0889-7077 Language: English Abstract: Project CREATE was an initiative to strengthen undergraduate medical education in addictions. As part of a needs assessment, forty-six medical students at Ontario's five medical schools completed a bi-weekly, interactive web-based survey about addiction-related learning events. In all, 704 unique events were recorded, for an average of 16.7 entries per student. The most commonly discussed topic was alcohol withdrawal and the complications of alcohol use. The most common learning venues were lectures and clinical encounters in the emergency department or hospital. The proportion of advice-related topics (e.g., advice to drinkers and smokers) to advice plus non-advice related topics (e.g., medical complications) was greater for outpatient and community settings than for acute care and didactic settings (ratio 1.29, chi sq 15.85, p less than 0.01). Students reacted strongly to the psychosocial impact of addictions on patients, yet they viewed addiction as a personal choice, not an illness. Conclusion: Medical students are not being trained to diagnose addiction or provide advice and counseling. Medical schools need to provide students with positive clinical experiences supervised by physicians experienced in addictions. (Contains 3 tables.) References: Number: 31 Peer Reviewed: Yes SUBJECT(S) Descriptor: Medical Education Medical Students Substance Abuse Medical Schools Needs Assessment Physicians Drinking Patients Internet Program Descriptions Surveys Addictive Behavior Alcohol Abuse Clinical Experience Smoking Student Attitudes Foreign Countries Identifier: Ontario; Canada Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2010; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Addiction Medicine in Canada: Challenges and Prospects Nady el-Guebaly; David Crockford; Sharon Cirone; Meldon Kahan 2011 English Article (EJ) 8 Substance Abuse, v32 n2 p93-100 2011 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals In Canada, the qualification of physicians is the jurisdiction of the College of Family Physicians and the Royal College of Physicians and Surgeons. The Colleges have promoted the training of "generalists" in family medicine and "sophisticated generalists" among the traditional specialties, and the development of subspecialties has not been encouraged.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ923417 Author(s): el-Guebaly, Nady ; Crockford, David ; Cirone, Sharon ; Kahan, Meldon Title: Addiction Medicine in Canada: Challenges and Prospects Source: Substance Abuse v32 n2 p93-100 2011 (8 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08897077.2011.555705 Standard No: ISSN: 0889-7077 Language: English Abstract: In Canada, the qualification of physicians is the jurisdiction of the College of Family Physicians and the Royal College of Physicians and Surgeons. The Colleges have promoted the training of "generalists" in family medicine and "sophisticated generalists" among the traditional specialties, and the development of subspecialties has not been encouraged. Nevertheless, due to the increasing number of family physicians and specialists practicing a range of new subspecialties, including addiction medicine, the College of Family Physicians has recognized special interest or focused practices, whereas the Royal College has recognized, in psychiatry, 3 subspecialties (child, geriatric, forensic) requiring an extra year of training and may offer others a diploma recognition. These new opportunities will shape the training requirements of addiction medicine leading to available certification through the International and American Medical Societies of Addiction Medicine. (Contains 3 tables.) References: Number: 12 Peer Reviewed: Yes SUBJECT(S) Descriptor: Medical Education Substance Abuse Physicians Psychiatry Family Practice (Medicine) Foreign Countries Addictive Behavior Certification Identifier: Canada; Canada Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The Master in Addiction Medicine Program in the Netherlands Cornelis De Jong; Lonneke Luycks; Jan-Wilm Delicat 2011 English Article (EJ) 7 Substance Abuse, v32 n2 p108-114 2011 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Since 2007 there is a full-time, 2-year professional training in addiction medicine in the Netherlands. The aim of this article is to describe in detail the development and present status of the Dutch Master in Addiction Medicine (MiAM) program. In this competency-based professional training, theoretical courses are integrated with learning in clinical practice under guidance of an experienced clinical teacher.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ923416 Author(s): De Jong, Cornelis ; Luycks, Lonneke ; Delicat, Jan-Wilm Title: The Master in Addiction Medicine Program in the Netherlands Source: Substance Abuse v32 n2 p108-114 2011 (7 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08897077.2011.555713 Standard No: ISSN: 0889-7077 Language: English Abstract: Since 2007 there is a full-time, 2-year professional training in addiction medicine in the Netherlands. The aim of this article is to describe in detail the development and present status of the Dutch Master in Addiction Medicine (MiAM) program. In this competency-based professional training, theoretical courses are integrated with learning in clinical practice under guidance of an experienced clinical teacher. The theoretical courses consist of evidence-based medicine, communication and basic psychotherapeutic skills, neurobiology of addiction, addiction medicine, addiction and psychiatry, and public health. The 7 main competencies are made ready for operation in the personal education plan and are evaluated by different styles of examination. (Contains 1 figure and 1 table.) References: Number: 15 Peer Reviewed: Yes SUBJECT(S) Descriptor: Masters Programs Substance Abuse Public Health Professional Training Psychiatry Journalism Foreign Countries Curriculum Drug Addiction Addictive Behavior Counselor Training Medical Education Evidence Psychotherapy Neurology Biology Identifier: Netherlands; Netherlands Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The International Certification of Addiction Medicine: Validating Clinical Knowledge across Borders Nady el-Guebaly; Claudio Violato 2011 English Article (EJ) 7 Substance Abuse, v32 n2 p77-83 2011 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals The experience of the International Society of Addiction Medicine in setting up the first international certification of clinical knowledge is reported. The steps followed and the results of a psychometric analysis of the tests from the first 65 candidates are reported. Lessons learned in the first 5 years and challenges for the future are identified.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ923415 Author(s): el-Guebaly, Nady ; Violato, Claudio Title: The International Certification of Addiction Medicine: Validating Clinical Knowledge across Borders Source: Substance Abuse v32 n2 p77-83 2011 (7 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08897077.2011.555697 Standard No: ISSN: 0889-7077 Language: English Abstract: The experience of the International Society of Addiction Medicine in setting up the first international certification of clinical knowledge is reported. The steps followed and the results of a psychometric analysis of the tests from the first 65 candidates are reported. Lessons learned in the first 5 years and challenges for the future are identified. (Contains 3 tables.) References: Number: 12 Peer Reviewed: Yes SUBJECT(S) Descriptor: Psychometrics Certification Substance Abuse Medicine Addictive Behavior Validity Futures (of Society) Medical Education Reliability Item Analysis Eligibility Physicians Criterion Referenced Tests Clinical Diagnosis Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Alcohol Medical Scholars Program--A Mentorship Program for Improving Medical Education regarding Substance Use Disorders Karin J Neufeld; Marc A Schuckit; Carlos A Hernandez-Avila 2011 English Article (EJ) 7 Substance Abuse, v32 n3 p121-127 2011 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals The Alcohol Medical Scholars Program (AMSP) is designed to improve medical education related to substance use disorders (SUDs) through mentorship of junior, full-time academic faculty from medical schools across the United States. Scholarship focuses on literature review and synthesis, lecture development and delivery, increasing SUD education in their medical schools, professional development, and networking.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ928124 Author(s): Neufeld, Karin J. ; Schuckit, Marc A. ; Hernandez-Avila, Carlos A. Title: Alcohol Medical Scholars Program--A Mentorship Program for Improving Medical Education regarding Substance Use Disorders Source: Substance Abuse v32 n3 p121-127 2011 (7 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08897077.2011.562451 Standard No: ISSN: 0889-7077 Language: English Abstract: The Alcohol Medical Scholars Program (AMSP) is designed to improve medical education related to substance use disorders (SUDs) through mentorship of junior, full-time academic faculty from medical schools across the United States. Scholarship focuses on literature review and synthesis, lecture development and delivery, increasing SUD education in their medical schools, professional development, and networking. Results are reported from an anonymous survey of self-reported changes in educational involvement by 28 of 33 AMSP graduates. Participation was associated with a 4-fold increase in yearly SUD lecture time and topics, increased numbers of medical disciplines taught and trained in clinical rotations, design of new SUD-related electives and journal clubs, and membership on medical education committees. Sixty percent of scholars reported promotion since involvement in AMSP, with the majority endorsing the organization's contribution to professional development. AMSP is a useful mentorship model for junior faculty and is associated with increasing SUD-related medical education. (Contains 2 tables and 2 figures.) References: Number: 10 Peer Reviewed: Yes SUBJECT(S) Descriptor: Medical Education Mentors Medical Schools Educational Change Faculty Development Lecture Method Substance Abuse Educational Improvement College Faculty Educational Quality Teaching Skills Career Development Program Effectiveness Surveys Drug Abuse Course Content Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Training in Addiction Medicine in Australia Paul S Haber; Bridin P Murnion 2011 English Article (EJ) 5 Substance Abuse, v32 n2 p115-119 2011 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Barriers to entering addiction medicine (AM) have led to a persisting workforce shortage. To address this problem, the Chapter of Addiction Medicine (AChAM) was formed in 2001 as a subdivision of the Royal Australasian College of Physicians (RACP). Through consultation, AChAM has identified the scope of practice and offered fellowship to suitable established practitioners.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ923419 Author(s): Haber, Paul S. ; Murnion, Bridin P. Title: Training in Addiction Medicine in Australia Source: Substance Abuse v32 n2 p115-119 2011 (5 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08897077.2011.555718 Standard No: ISSN: 0889-7077 Language: English Abstract: Barriers to entering addiction medicine (AM) have led to a persisting workforce shortage. To address this problem, the Chapter of Addiction Medicine (AChAM) was formed in 2001 as a subdivision of the Royal Australasian College of Physicians (RACP). Through consultation, AChAM has identified the scope of practice and offered fellowship to suitable established practitioners. The Chapter successfully applied to the Australian Government for recognition of AM as a medical specialty, which was finalized in November 2009. Specialist reimbursement item numbers were incorporated into that decision process and commence operating in November 2010. AChAM has designed and implemented a training scheme using a model similar to that of the RACP internal medicine training program. This comprises 3 years of basic general medical training post internship followed by 3 years of discipline-specific supervised training. The training is broadly based, with experience in both ambulatory care and inpatient care, and including physical health as well as mental health. Assessment is continuous and competency based. There is no exit examination. The overriding clinical approach rests upon the harm minimization framework consistent with long-established national drug policy in Australia and favors evidence-based treatment. (Contains 1 table.) Peer Reviewed: Yes SUBJECT(S) Descriptor: Medical Education Substance Abuse Physicians Physical Health Exit Examinations Internal Medicine Foreign Countries Supervision Mental Health Drug Addiction Evidence Therapy Guidelines Public Policy Identifier: Australia; Australia Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Developing a Competence-Based Addiction Medicine Curriculum in Indonesia: The Training Needs Assessment W J L Pinxten; C De Jong; T Hidayat; A N Istiqomah; Y M Achmad; R P Raya; D Norviatin; I M P Siregar 2011 English Article (EJ) 7 Substance Abuse, v32 n2 p101-107 2011 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Indonesia has one of the fastest growing, injecting drugs user-driven, human immunodeficiency virus (HIV) epidemics in Asia. Coverage of needle and syringe programs (NSPs), opioid substitution therapy (OST), and antiretroviral treatment (ART) is increasing, but is still low, whereas professional training in addiction medicine is not yet established.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ923418 Author(s): Pinxten, W. J. L. ; De Jong, C. ; Hidayat, T. ; Istiqomah, A. N. ; Achmad, Y. M. ; Raya, R. P. ; Norviatin, D. ; Siregar, I. M. P. Title: Developing a Competence-Based Addiction Medicine Curriculum in Indonesia: The Training Needs Assessment Source: Substance Abuse v32 n2 p101-107 2011 (7 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08897077.2011.555710 Standard No: ISSN: 0889-7077 Language: English Abstract: Indonesia has one of the fastest growing, injecting drugs user-driven, human immunodeficiency virus (HIV) epidemics in Asia. Coverage of needle and syringe programs (NSPs), opioid substitution therapy (OST), and antiretroviral treatment (ART) is increasing, but is still low, whereas professional training in addiction medicine is not yet established. Urgent development and scaling-up of professional capacity in comprehensive, evidence-based addiction medicine is needed. In this article the results of the first step is presented, being the training needs assessment (TNA) and the process of further developing a national evidence- and competence-based addiction medicine curriculum in Indonesia. (Contains 2 tables.) References: Number: 24 Peer Reviewed: Yes SUBJECT(S) Descriptor: Evidence Acquired Immunodeficiency Syndrome (AIDS) Educational Needs Substance Abuse Needs Assessment Sexually Transmitted Diseases Professional Training After School Programs Medicine Foreign Countries Drug Abuse Drug Addiction Drug Rehabilitation Addictive Behavior Competency Based Education Medical Education Identifier: Indonesia; Indonesia Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The Effects of Education on the Attitudes of Counselors in Training toward Alcoholism Pamela Sue Van Kampen 2010 English Document (ED) 76 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml ; ISBN: ISBN-978-1-1097-0315-3 The purpose of this paper is to determine the effects of education on the attitudes of counselors in training toward alcoholism. Alcoholism is a treatable disease if recognized, properly diagnosed and the appropriate interventions are made available to the alcoholic and their families. There is estimated to be more than two billion people worldwide who consume alcoholic beverages, and approximately 76.3 million of them have diagnosable disorders, psychological, and/or social difficulties associated with their alcohol use.... Availability: Search the Mirlyn catalog at the University of Michigan Accession No: ED514882 Title: The Effects of Education on the Attitudes of Counselors in Training toward Alcoholism Author(s): Van Kampen, Pamela Sue Publication: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml; 2010-00-00 Additional Info: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3397900 Source: ProQuest LLC; Ph.D. Dissertation, Wayne State University Description: 76 p. Language: English Standard No: ISBN: ISBN-978-1-1097-0315-3 Abstract: The purpose of this paper is to determine the effects of education on the attitudes of counselors in training toward alcoholism. Alcoholism is a treatable disease if recognized, properly diagnosed and the appropriate interventions are made available to the alcoholic and their families. There is estimated to be more than two billion people worldwide who consume alcoholic beverages, and approximately 76.3 million of them have diagnosable disorders, psychological, and/or social difficulties associated with their alcohol use. Currently there is a relationship to more than 60 types of injury and disease with alcohol. In addition to health problems related to alcoholism, alcohol addiction, and binge drinking, chronic alcohol use is estimated to cause 20 - 30% of all motor vehicle accidents, homicides, liver cirrhosis, esophageal cancer, liver cancer, and epileptic seizures worldwide. The American Cancer Society recognizes the following cancers to be related causally to alcohol: larynx, rectum, breast, liver, esophagus, pharynx, and oral cavity. The risk for these cancers increase with the number of drinks a person consumes. In spite of these well know facts, alcoholism remains a very misunderstood and stigmatized disease. Societal attitudes toward alcoholics tend to be negative, and shame and behavior based. Research shows these same attitudes are prevalent among medical and mental health care professionals. Alcohol related problems are frequently misdiagnosed, and sometimes the expectation for recovery is limited or negligible. This study posited that the attitudes of counselors in training would become more positive as a result of a substance abuse education course as evidenced by a comparison of the pre- and post- scores on The Marcus Alcoholism Questionnaire (MAQ) (Marcus, 1962). Moreover, they would demonstrate significant changes in their perceptions of personal confidence and competencies in working with alcoholics in a therapeutic setting. There was a significant positive effect on the belief that emotional difficulties or psychological problems are an important contributing factor in the development of alcoholism, that periodic excessive drinking can be alcoholism, and that alcoholism is an illness based on a comparison of the mean gain scores and related to their experience in the course. Moreover, students who had at least one course in substance abuse prior to the workshop believed more strongly at the end of the course that alcoholics are not weak willed individuals compared to students who had not had not had any formal coursework on the topic of substance abuse when comparing pre- and post- mean gains. There were no significant differences among mean gain scores for groupings based on ethnicity. Students who were confident in their ability to work with alcoholics therapeutically believed more strongly that alcoholics are not weak willed individuals compared to students who judged themselves as not confident, and students who judged themselves to be competent to work with alcoholics in therapy believed more strongly that alcoholics can recover from alcoholism. Finally, more students judged themselves to be confident in working with alcoholics after participating in the substance abuse education workshop. The results of this study show that attitudes toward alcoholism can be changed through education. With increased public education along with the proper training and instructional opportunities in medical and all medically related fields including psychology, counseling and social work, alcohol related disorders, diseases and deaths would decrease substantially. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] SUBJECT(S) Descriptor: Education Courses Alcoholism Alcohol Abuse Drinking Counselor Training Attitude Measures Outcomes of Education Counselor Attitudes Social Attitudes Attitude Change Pretests Posttests Self Efficacy Competence Emotional Problems Psychological Patterns Mental Disorders Diseases Identifier: Alcoholism Questionnaire Note(s): Education Level: Higher Education Document Type: Document (ED) Publication Type: Dissertations/Theses - Doctoral Dissertations Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- If These Walls Could Talk: Reflective Practice in Addiction Studies among Undergraduates in New Zealand Robin Shepherd 2010 English Article (EJ) 12 International Journal of Mental Health and Addiction, v8 n4 p583-594 Oct 2010 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com This exploratory study examined reflective practice among a class of students studying a "communities and addictions" course as part of the undergraduate health science degree. Most reflective practice publications are focused on medical or teachers' training rather than undergraduates in general. This is surprising given that reflective practice is an impetus to deeper learning.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 978 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 2006- External Resources: Cite This Item Accession No: EJ900172 Author(s): Shepherd, Robin Title: If These Walls Could Talk: Reflective Practice in Addiction Studies among Undergraduates in New Zealand Source: International Journal of Mental Health and Addiction v8 n4 p583-594 Oct 2010 (12 pages) Additional Info: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com; http://dx.doi.org/10.1007/s11469-009-9235-z Standard No: ISSN: 1557-1874 Language: English Abstract: This exploratory study examined reflective practice among a class of students studying a "communities and addictions" course as part of the undergraduate health science degree. Most reflective practice publications are focused on medical or teachers' training rather than undergraduates in general. This is surprising given that reflective practice is an impetus to deeper learning. The students were required to write a 500 word reflective piece after writing essays on the disease model and a public health approach to problem gambling, substance use, tobacco use, or eating disorders. This innovative study demonstrated that reflective practice can help the students learn on a deeper level both academically and personally. In particular, reflective practice should become compulsory for graduates entering the health sectors as they will cross paths with those suffering from addictions. Themes emerging from the reflective writing were discussed. Peer Reviewed: Yes SUBJECT(S) Descriptor: Eating Disorders Public Health Foreign Countries Majors (Students) Teaching Methods Addictive Behavior Undergraduate Students Reflection Essays Substance Abuse Smoking Health Personnel Student Attitudes Identifier: New Zealand; New Zealand Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2010; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Medical Student Views of Substance Abuse Treatment, Policy and Training Shantanu Agrawal; Worth W Everett; Sonali Sharma 2010 English Article (EJ) 16 Drugs: Education, Prevention & Policy, v17 n5 p587-602 2010 Informa Healthcare. Telephone House, 69-77 Paul Street, London, EC2A 4LQ, UK. Tel: 800-354-1420; e-mail: healthcare.enquiries@informa.com; Web site: http://informahealthcare.com/action/showJournals Purpose: This study examined the impact of medical education on students' views of substance abuse treatment, public policy options and training. Method: A longitudinal survey was conducted on a single-class cohort of 101 students in a major American, urban medical school. The survey was administered in the Spring semesters of the first to third years of the curriculum.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 930 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ895897 Author(s): Agrawal, Shantanu ; Everett, Worth W. ; Sharma, Sonali Title: Medical Student Views of Substance Abuse Treatment, Policy and Training Source: Drugs: Education, Prevention & Policy v17 n5 p587-602 2010 (16 pages) Additional Info: Informa Healthcare. Telephone House, 69-77 Paul Street, London, EC2A 4LQ, UK. Tel: 800-354-1420; e-mail: healthcare.enquiries@informa.com; Web site: http://informahealthcare.com/action/showJournals; http://informahealthcare.com/doi/abs/10.3109/09687630902729602 Standard No: ISSN: 0968-7637 Language: English Abstract: Purpose: This study examined the impact of medical education on students' views of substance abuse treatment, public policy options and training. Method: A longitudinal survey was conducted on a single-class cohort of 101 students in a major American, urban medical school. The survey was administered in the Spring semesters of the first to third years of the curriculum. The survey evaluated attitudes in three areas: (1) Treatment: efficacy of treatment and ideal level of physician involvement in substance abuse issues, (2) Public policy: degrees of support for competing public policy strategies and (3) Training: the amount of substance abuse education offered in medical school. Results: Response rates were 92% in the first year, 90% in the second and 75% in the third. About 54% of respondents were female, 55% were white (non-Hispanic) and 71% were 20-24 years old. Treatment: students held consistent views towards treating substance abuse patients, but there was a significant decline in the percentage who felt that drug addiction can be successfully treated (from 47 to 22%, p less than 0.001). Public policy: support for public health approaches ranged from 86 to 92%, but most criminal justice approaches were favoured by fewer than 40% of respondents. Training: respondents reported a significant increase in any degree of substance abuse training (p = 0.0001); classroom and clinical experiences were the predominant sources of training. Conclusions: Surveyed medical students retained many of their a "priori" beliefs about substance abuse, though there were some significant changes during the survey period. Further studies are required to evaluate how these views were established and how medical education impacts potentially malleable attitudes. (Contains 1 table and 6 figures.) References: Number: 16 Peer Reviewed: Yes SUBJECT(S) Descriptor: Medical Education Medical Students Substance Abuse Drug Addiction Public Health Public Policy Rehabilitation Drug Education Student Attitudes Attitude Measures Longitudinal Studies Urban Schools Outcomes of Treatment Court Litigation Alcohol Abuse Political Affiliation Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2010; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Specialized Training on Addictions for Physicians in the United States Gramen V Tontchev; Timothy R Housel; James F Callahan; Kevin B Kunz; Michael M Miller; Richard D Blondell 2011 English Article (EJ) 9 Substance Abuse, v32 n2 p84-92 2011 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals In the United States accredited residency programs in addiction exist only for psychiatrists specializing in addiction psychiatry (ADP); nonpsychiatrists seeking training in addiction medicine (ADM) can train in nonaccredited "fellowships," or can receive training in some ADP programs, only to not be granted a certificate of completion of accredited training.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ923414 Author(s): Tontchev, Gramen V. ; Housel, Timothy R. ; Callahan, James F. ; Kunz, Kevin B. ; Miller, Michael M. ; Blondell, Richard D. Title: Specialized Training on Addictions for Physicians in the United States Source: Substance Abuse v32 n2 p84-92 2011 (9 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08897077.2011.555702 Standard No: ISSN: 0889-7077 Language: English Abstract: In the United States accredited residency programs in addiction exist only for psychiatrists specializing in addiction psychiatry (ADP); nonpsychiatrists seeking training in addiction medicine (ADM) can train in nonaccredited "fellowships," or can receive training in some ADP programs, only to not be granted a certificate of completion of accredited training. Information about ADP residency programs has been tabulated, but it is not available for ADM fellowships. The authors conducted a national survey to compile information about the location, structure, curriculum, and other characteristics of active ADM fellowships. Of the 40 accredited ADP residency programs, 7 offered training in addiction to nonpsychiatrists. The authors identified 14 nonaccredited ADM fellowships. In 2009 and 2010, there were approximately 15 nonpsychiatrists in ADP programs and 25 in ADM fellowships. Clinical experiences included inpatient services, outpatient treatment services such as methadone maintenance or buprenorphine maintenance, and providing addiction consult services. The most common academic activities included weekly lectures and the teaching of medical students. (Contains 4 tables.) References: Number: 7 Peer Reviewed: Yes SUBJECT(S) Descriptor: Medical Students Graduate Medical Education Substance Abuse Maintenance Physicians Psychiatry Fellowships Addictive Behavior National Surveys Accreditation (Institutions) Clinical Experience Lecture Method Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Teaching Motivational Interviewing Skills to Third-Year Psychiatry Clerkship Students Brenda Roman; Nicole Borges; Ann K Morrison 2011 English Article (EJ) 3 Academic Psychiatry, v35 n1 p51-53 Jan-Feb 2011 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Background: Despite a large percentage of health care costs being related to smoking, obesity, and substance abuse, most physicians are not confident in motivating patients to change health behaviors. Motivational interviewing (MI) is a directive, patient-centered approach for eliciting behavior change. The purpose of this study was to teach students MI skills and assess their confidence and knowledge during the psychiatry clerkship using smoking cessation as the target behavior.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ915507 Author(s): Roman, Brenda ; Borges, Nicole ; Morrison, Ann K. Title: Teaching Motivational Interviewing Skills to Third-Year Psychiatry Clerkship Students Source: Academic Psychiatry v35 n1 p51-53 Jan-Feb 2011 (3 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.35.1.51 Standard No: ISSN: 1042-9670 Language: English Abstract: Background: Despite a large percentage of health care costs being related to smoking, obesity, and substance abuse, most physicians are not confident in motivating patients to change health behaviors. Motivational interviewing (MI) is a directive, patient-centered approach for eliciting behavior change. The purpose of this study was to teach students MI skills and assess their confidence and knowledge during the psychiatry clerkship using smoking cessation as the target behavior. Methods: Using a pretest/posttest design, 98 students were given a 10-item questionnaire during the psychiatry clerkship to assess their knowledge and confidence in health behavior change. Students received a 3-hour presentation on the principles of MI and practiced skills through role play. Students were encouraged to utilize these skills with patients. Results: Paired t tests results showed significant differences pre- and postclerkship for nine of the 10 items, including the student's confidence in working with patients in the area of smoking cessation. Conclusion: Students can gain basic knowledge and increased confidence in working with patients for promoting behavioral change, even with a brief session, taught by nonexperts in motivational interviewing theory. Peer Reviewed: Yes SUBJECT(S) Descriptor: Obesity Role Playing Substance Abuse Smoking Physicians Health Behavior Behavior Modification Psychiatry Interviews Patients Motivation Techniques Costs Graduate Medical Education Pretests Posttests Questionnaires Self Efficacy Medical Students Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Recent Trends in American Board of Psychiatry and Neurology Psychiatric Subspecialties Larry R Faulkner; Dorthea Juul; Naleen N Andrade; Beth Ann Brooks; Christopher C Colenda; Robert W Guynn; David A Mrazek; Victor I Reus; Barbara S Schneidman; Kailie R Shaw 2011 English Article (EJ) 5 Academic Psychiatry, v35 n1 p35-39 Jan-Feb 2011 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: This article reviews the current status and recent trends in the American Board of Psychiatry and Neurology (ABPN) psychiatric subspecialties and discusses the implications of those trends as well as several key questions whose answers may well determine subspecialty viability. Methods: Data are presented on specialty and subspecialty programs; graduates; and ABPN certification candidates and diplomates drawn from several sources, including the records of the ABPN, the websites of the Accreditation Council for Graduate Medical Education and the American Medical Association, and the annual medical education issues of JAMA.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ915504 Author(s): Faulkner, Larry R. ; Juul, Dorthea ; Andrade, Naleen N. ; Brooks, Beth Ann ; Colenda, Christopher C. ; Guynn, Robert W. ; Mrazek, David A. ; Reus, Victor I. ; Schneidman, Barbara S. ; Shaw, Kailie R. Title: Recent Trends in American Board of Psychiatry and Neurology Psychiatric Subspecialties Source: Academic Psychiatry v35 n1 p35-39 Jan-Feb 2011 (5 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.35.1.35 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: This article reviews the current status and recent trends in the American Board of Psychiatry and Neurology (ABPN) psychiatric subspecialties and discusses the implications of those trends as well as several key questions whose answers may well determine subspecialty viability. Methods: Data are presented on specialty and subspecialty programs; graduates; and ABPN certification candidates and diplomates drawn from several sources, including the records of the ABPN, the websites of the Accreditation Council for Graduate Medical Education and the American Medical Association, and the annual medical education issues of JAMA. Results: Fewer than half of psychiatry graduates pursue subspecialty training. While most recent specialty graduates attempt to become certified by the ABPN, many subspecialists elect not to do so. There have been recent decreases in the number of fellowship programs and trainees in geriatric psychiatry and addiction psychiatry. The pass rates for fellowship graduates are superior to those for the "grandfathers" in all of the newer psychiatric subspecialties. Lower percentages of subspecialists than specialists participate in maintenance of certification, and maintenance of certification pass rates are high. Conclusion: The initial interest in training and certification in some of the ABPN subspecialties appears to have slowed, and the long-term viability of those subspecialties may well depend on the answers to a number of complicated social, economic, and political questions in the new health care era. Peer Reviewed: Yes SUBJECT(S) Descriptor: Graduate Medical Education Graduates Psychiatry Neurology Professional Associations Certification Fellowships Addictive Behavior Geriatrics Maintenance Trend Analysis Specialists Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Assessing Substance Abuse among Health Care Students and the Efficacy of Educational Interventions. Elizabeth Ann Coleman 1997 English Article (EJ) Journal of Professional Nursing, v13 n1 p28-37 Jan-Feb 1997 At entry, 185 nursing, 152 medical, 140 pharmacy, and 111 allied health students were surveyed; all but the medical students were resurveyed two years later following educational interventions. Nursing students displayed more drug use than did pharmacy students, whose curriculum placed more emphasis on drug and alcohol education. (SK) Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1487 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1-22; 1985-2006; 1985- External Resources: Cite This Item Accession No: EJ537122 Author(s): Coleman, Elizabeth Ann ; And Others Title: Assessing Substance Abuse among Health Care Students and the Efficacy of Educational Interventions. Source: Journal of Professional Nursing v13 n1 p28-37 Jan-Feb 1997 Standard No: ISSN: 8755-7223 Language: English Abstract: At entry, 185 nursing, 152 medical, 140 pharmacy, and 111 allied health students were surveyed; all but the medical students were resurveyed two years later following educational interventions. Nursing students displayed more drug use than did pharmacy students, whose curriculum placed more emphasis on drug and alcohol education. (SK) Peer Reviewed: Yes SUBJECT(S) Descriptor: Allied Health Occupations Education Higher Education Medical Education Pharmaceutical Education (Major): Alcohol Education Attitude Change Drug Education Nursing Education Substance Abuse Document Type: Article (EJ) Publication Type: Reports - Research; Journal Articles Date of Entry: 1997; CIJJUN1997 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Medical Education about Substance Abuse: Changes in Curriculum and Faculty between 1976 and 1992. Michael Fleming 1994 English Article (EJ) Academic Medicine, v69 n5 p362-69 May 1994 A 1992 survey of 6 clinical departments in 126 medical schools investigated the status of substance abuse education and number of faculty teaching it. Results were compared with baseline data from two previous surveys and additional studies. Findings indicate positive changes but not comparable to education for other prevalent clinical problems. (MSE) Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 985 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 71-82; 1996-2007; 64-70; 1989-1995; 64-; 1989- External Resources: Cite This Item Accession No: EJ486598 Author(s): Fleming, Michael ; And Others Title: Medical Education about Substance Abuse: Changes in Curriculum and Faculty between 1976 and 1992. Source: Academic Medicine v69 n5 p362-69 May 1994 Standard No: ISSN: 1040-2446 Language: English Abstract: A 1992 survey of 6 clinical departments in 126 medical schools investigated the status of substance abuse education and number of faculty teaching it. Results were compared with baseline data from two previous surveys and additional studies. Findings indicate positive changes but not comparable to education for other prevalent clinical problems. (MSE) Peer Reviewed: Yes SUBJECT(S) Descriptor: Curriculum Development Educational Change Followup Studies Higher Education Medical Schools National Surveys Professional Education Trend Analysis (Major): Course Content Educational Trends Medical Education Medical School Faculty Substance Abuse Document Type: Article (EJ) Publication Type: Reports - Research; Journal Articles Date of Entry: 1994; CIJNOV1994 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- A Model Curriculum for Tobacco Use Cessation and Prevention Intervention. Michael J Geboy; Jacquelyn L Fried 1994 English Article (EJ) Health Values: The Journal of Health Behavior, Education & Promotion, v18 n1 p96-101 Jan-Feb 1994 Proposes a curriculum for dental/dental hygiene schools that would teach oral health care providers how to routinely assess tobacco use, advise cessation, and provide assistance and follow-up for tobacco-using patients. The article emphasizes the importance of making tobacco interventions routine components of schools' clinical teaching programs. (SM) Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 652 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1-19; 1977-1995; 1-6,8-9; 1977-1985; 1990-1995 External Resources: Cite This Item Accession No: EJ480359 Author(s): Geboy, Michael J. ; Fried, Jacquelyn L. Title: A Model Curriculum for Tobacco Use Cessation and Prevention Intervention. Source: Health Values: The Journal of Health Behavior, Education & Promotion v18 n1 p96-101 Jan-Feb 1994 Standard No: ISSN: 0147-0353 Language: English Abstract: Proposes a curriculum for dental/dental hygiene schools that would teach oral health care providers how to routinely assess tobacco use, advise cessation, and provide assistance and follow-up for tobacco-using patients. The article emphasizes the importance of making tobacco interventions routine components of schools' clinical teaching programs. (SM) Peer Reviewed: Yes SUBJECT(S) Descriptor: Behavior Modification Curriculum Development Dental Hygienists Dental Schools Dental Students Dentists Health Behavior Health Promotion Higher Education Intervention Medical Education Smoking Substance Abuse Tobacco Identifier: Smoking Cessation; Professional Role Document Type: Article (EJ) Publication Type: Reports - Descriptive; Guides - Non-Classroom; Journal Articles Date of Entry: 1994 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- So Help Me God: Substance Abuse, Religion and Spirituality. A CASA White Paper. Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. 2001 English Document (ED) 59 National Center on Addiction and Substance Abuse at Columbia University, 633 Third Ave., 19th Floor, New York, NY 10017-6706 ($10). Tel: 212-841-5255; Fax: 212-956-8020; Web site: http://www.casacolumbia.org. For full text: http://www.casacolumbia.org/usr_doc/spirituality.pdf. There is a powerful religious commitment among people in America; nearly 92% of the population is affiliated with a specific religion. This report presents findings from a 2-year study of the attitudes and experiences of clergy regarding substance abuse and the training they received in schools of theology or in seminaries. Too often clergy and physicians do not overlap their care, something that could help recovery and ease the pain of substance abuse clients.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED460332 Title: So Help Me God: Substance Abuse, Religion and Spirituality. A CASA White Paper. Access ERIC: FullText Corp Author(s): Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. Publication: National Center on Addiction and Substance Abuse at Columbia University, 633 Third Ave., 19th Floor, New York, NY 10017-6706 ($10). Tel: 212-841-5255; Fax: 212-956-8020; Web site: http://www.casacolumbia.org. For full text: http://www.casacolumbia.org/usr_doc/spirituality.pdf.; 2001-11-00 Description: 59 p. Language: English Abstract: There is a powerful religious commitment among people in America; nearly 92% of the population is affiliated with a specific religion. This report presents findings from a 2-year study of the attitudes and experiences of clergy regarding substance abuse and the training they received in schools of theology or in seminaries. Too often clergy and physicians do not overlap their care, something that could help recovery and ease the pain of substance abuse clients. Prior research from the National Center on Addiction and Substance Abuse has identified a helpful connection between spiritual and religious practices and a lower risk for substance abuse or addiction. A main finding of this study suggests that a better understanding by clergy of the disease of addiction and a better appreciation by helping professionals, especially psychiatrists and psychologists, about the power of God, religion, and spirituality holds enormous potential for the prevention and treatment of substance abuse. (Contains 1 table, 10 figures, and 124 references.) (JDM) SUBJECT(S) Descriptor: Attitude Measures Counseling Counselor Training Drug Rehabilitation Illegal Drug Use Intervention Psychologists Spirituality Theological Education (Major): Beliefs Clergy Religion Religious Factors Substance Abuse Note(s): Also sponsored by The Bodman Foundation.; Associated Inst: John Templeton Foundation, Radnor, PA. Document Type: Document (ED) Publication Type: Reports - Research Date of Entry: 2002; RIEJUN2002 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The Sandtown-Winchester Neighborhood Transformation Initiative: Lessons Learned about Community Building and Implementation. Prudence Brown; Benjamin Butler; Ralph Hamilton 2001 English Document (ED) 51 Annie E. Casey Foundation, 701 St. Paul St., Baltimore, MD 21202. Tel: 410-223-2890; Web site: http://www.aecf.org. This report documents results of Baltimore's Sandtown-Winchester Neighborhood Transformation (NT) Initiative, focusing on key decisions that helped shape the initiative. NT was one of the first attempts to systematically bring together diverse strands of thinking about comprehensive community change to overcome conditions that undermine impoverished communities.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED458312 Title: The Sandtown-Winchester Neighborhood Transformation Initiative: Lessons Learned about Community Building and Implementation. Access ERIC: FullText Author(s): Brown, Prudence ; Butler, Benjamin ; Hamilton, Ralph Publication: Annie E. Casey Foundation, 701 St. Paul St., Baltimore, MD 21202. Tel: 410-223-2890; Web site: http://www.aecf.org.; 2001-00-00 Description: 51 p. Language: English Abstract: This report documents results of Baltimore's Sandtown-Winchester Neighborhood Transformation (NT) Initiative, focusing on key decisions that helped shape the initiative. NT was one of the first attempts to systematically bring together diverse strands of thinking about comprehensive community change to overcome conditions that undermine impoverished communities. NT's partners (the mayor, the residents, and the Enterprise Foundation) focused the vision for change on eight key areas: physical development, economic development, health, education, family support, substance abuse, crime and safety, and community pride and spirit. Data for this report come from interviews, focus groups, review of relevant documents, and on-site observations. The lessons learned from the NT experience include: build on deep understanding of the neighborhood; invest in community capacity early; generate belief in ownership of the change; specify the rules of engagement; consider partnership with the public sector; embed community building in every activity; balance funding against pace and priorities; build residents' economic self-sufficiency; and use neighborhood-focused intermediaries to change systems. Abiding challenges include: altering the balance of power; acknowledging issues of race and class; showing respect; honoring residents' competence as leaders; and harnessing the community's spiritual strength. (SM) SUBJECT(S) Descriptor: Blacks Community Change Community Development Elementary Education Neighborhood Improvement Poverty Program Development Program Evaluation School Effectiveness Urban Areas Urban Renewal Identifier: Maryland (Baltimore); Maryland (Baltimore) Note(s): Associated Inst: Annie E. Casey Foundation, Baltimore, MD.; Enterprise Foundation, Columbia, MD.; Kellogg Foundation, Battle Creek, MI. Document Type: Document (ED) Publication Type: Reports - Descriptive Date of Entry: 2002 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- A Longitudinal Study of Substance Use and Abuse in a Single Class of Medical Students. Lila G Croen 1997 English Article (EJ) Academic Medicine, v72 n5 p376-81 May 1997 Examined the use and abuse of alcohol and drugs by a class of medical students that was surveyed in both its first and third year. Few of the students in their third year reported using any substance other than alcohol more than once a month, with the use of illicit substances comparable to that of chronological peers. (MDM) Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 985 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 71-82; 1996-2007; 64-70; 1989-1995; 64-; 1989- External Resources: Cite This Item Accession No: EJ546170 Author(s): Croen, Lila G. ; And Others Title: A Longitudinal Study of Substance Use and Abuse in a Single Class of Medical Students. Source: Academic Medicine v72 n5 p376-81 May 1997 Standard No: ISSN: 1040-2446 Language: English Abstract: Examined the use and abuse of alcohol and drugs by a class of medical students that was surveyed in both its first and third year. Few of the students in their third year reported using any substance other than alcohol more than once a month, with the use of illicit substances comparable to that of chronological peers. (MDM) Peer Reviewed: Yes SUBJECT(S) Descriptor: Higher Education Longitudinal Studies Medical Education Student Attitudes (Major): Drinking Drug Use Medical Students Substance Abuse Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 1997; CIJNOV1997 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Subspecialty Certification by the American Board of Psychiatry and Neurology Dorthea Juul; Stephen C Scheiber; Thomas A M Kramer 2004 English Article (EJ) 6 Academic Psychiatry, v28 n1 p12-17 Mar 2004 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: The authors describe the approval processes for subspecialties and the mechanisms for certification and recertification and review the status of training programs and numbers of diplomates with subspecialty certification. Methods: Published information and relevant data bases were reviewed. To date, 5,327 child and adolescent psychiatry, 2,595 geriatric psychiatry, 1,854 addiction psychiatry, and 1,384 forensic psychiatry certificates have been awarded.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ808810 Author(s): Juul, Dorthea ; Scheiber, Stephen C. ; Kramer, Thomas A. M. Title: Subspecialty Certification by the American Board of Psychiatry and Neurology Source: Academic Psychiatry v28 n1 p12-17 Mar 2004 (6 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://ap.psychiatryonline.org/cgi/content/abstract/28/1/12 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: The authors describe the approval processes for subspecialties and the mechanisms for certification and recertification and review the status of training programs and numbers of diplomates with subspecialty certification. Methods: Published information and relevant data bases were reviewed. To date, 5,327 child and adolescent psychiatry, 2,595 geriatric psychiatry, 1,854 addiction psychiatry, and 1,384 forensic psychiatry certificates have been awarded. In clinical neurophysiology and pain medicine, specialties that are primarily for neurologists and child neurologists, 21 and 28 psychiatrists, respectively, have been certified. There are 113 residency programs in child and adolescent psychiatry, 62 in geriatric psychiatry, 43 in addiction psychiatry, and 40 in forensic psychiatry. There are no psychiatry-based training programs in clinical neurophysiology and pain medicine. While this may not be of concern for clinical neurophysiology, it may lessen psychiatry's contribution to pain medicine. Results: The ABPN took a conservative approach to establishing subspecialty certification in psychiatry. Conclusion: It is expected that subspecialists will enhance patient care through their clinical activities as well as through teaching and research. Peer Reviewed: Yes SUBJECT(S) Descriptor: Substance Abuse Physicians Psychiatry Neurology Geriatrics Certification Teaching Methods Psychological Studies Specialization Clinical Experience Program Evaluation Medical Education Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Information Analyses; Journal Articles; Reports - Descriptive Date of Entry: 2008; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Leadership Conference on Medical Education in Substance Abuse (Washington, DC, December 1-2, 2004) Office of National Drug Control Policy, Washington, DC. 2004 English Document (ED) 77 Office of National Drug Control Policy. Executive Office of the President, Washington, DC 20503. Tel: 202-395-6700; Fax: 202-395-6708; Website: http://www.whitehousedrugpolicy.gov In December 2004, the Office of National Drug Control Policy (ONDCP) in the Executive Office of the President hosted an important Leadership Conference on Medical Education in Substance Abuse. The conference brought together leaders of private sector organizations, Federal agencies, organized medicine, and licensure and certification bodies to discuss ways to enhance the training of physicians in the prevention, diagnosis, and management of alcohol and drug use disorders, including prescription drug abuse.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED495789 Title: Leadership Conference on Medical Education in Substance Abuse (Washington, DC, December 1-2, 2004) Access ERIC: FullText Corp Author(s): Office of National Drug Control Policy, Washington, DC. Publication: Office of National Drug Control Policy. Executive Office of the President, Washington, DC 20503. Tel: 202-395-6700; Fax: 202-395-6708; Website: http://www.whitehousedrugpolicy.gov; 2004-12-00 Source: Office of National Drug Control Policy Description: 77 p. Language: English Abstract: In December 2004, the Office of National Drug Control Policy (ONDCP) in the Executive Office of the President hosted an important Leadership Conference on Medical Education in Substance Abuse. The conference brought together leaders of private sector organizations, Federal agencies, organized medicine, and licensure and certification bodies to discuss ways to enhance the training of physicians in the prevention, diagnosis, and management of alcohol and drug use disorders, including prescription drug abuse. Participants were charged with identifying strategies and action steps to improve physician knowledge and skills through enhanced undergraduate, graduate, and continuing medical education. The conference was co-sponsored by the Center for Substance Abuse Treatment of the Substance Abuse and Mental Health Services Administration, as well as the National Institute on Alcohol Abuse and Alcoholism and the National Institute on Drug Abuse of the National Institutes of Health, with the assistance of the Robert Wood Johnson Foundation. This report of the Leadership Conference outlines the rationale for greater physician involvement in recognizing and treating patients with substance use disorders (SUDs), describes current barriers to education in this field, and evaluates the impact of prior initiatives to improve physician education about SUDs. In addition, it proposes core clinical competencies for all physicians, based on important work that has been done by a number of organizations over the past 30 years (AMA, 1979; Lewis, 1994; AMERSA, 2002a, 2002b). Finally, it summarizes the recommendations of the leaders in organized medicine, medical education, licensure and accreditation, and Federal health agencies who gathered for the Leadership Conference. Appended are: (1) Conference Agenda; (2) Acknowledgments; (3) Conference Participants and Small Group Assignments; (4) Follow-up Survey of the Conferees; (5) Glossary; (6) Acronyms; and (7) Supporting Literature. References: Number: 41 SUBJECT(S) Descriptor: Public Agencies Physicians Leadership Private Sector Drug Abuse Medical Education Conferences Substance Abuse Surveys Identifier: District of Columbia; District of Columbia Document Type: Document (ED) Publication Type: Speeches/Meeting Papers; Tests/Questionnaires Date of Entry: 2007; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The Development of Substance-Abuse Curricular Content by Five North Carolina Schools. Wei Li Fang; Steven N Applegate; Roy M Stein; Jacob A Lohr 1998 English Article (EJ) Academic Medicine, v73 n10 p1039-43 Oct 1998 In 1992, the four medical schools in North Carolina and the state's dental school initiated a four-year project to more thoroughly integrate content about substance abuse into their curricula. The processes by which key faculty, administrators, and staff from all schools worked together, with each school tailoring the project's findings to its own students' needs, are discussed.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 985 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 71-82; 1996-2007; 64-70; 1989-1995; 64-; 1989- External Resources: Cite This Item Accession No: EJ575536 Author(s): Fang, Wei Li ; Applegate, Steven N. ; Stein, Roy M. ; Lohr, Jacob A. Title: The Development of Substance-Abuse Curricular Content by Five North Carolina Schools. Source: Academic Medicine v73 n10 p1039-43 Oct 1998 Standard No: ISSN: 1040-2446 Language: English Abstract: In 1992, the four medical schools in North Carolina and the state's dental school initiated a four-year project to more thoroughly integrate content about substance abuse into their curricula. The processes by which key faculty, administrators, and staff from all schools worked together, with each school tailoring the project's findings to its own students' needs, are discussed. (Author/MSE) Peer Reviewed: Yes SUBJECT(S) Descriptor: Allied Health Occupations Education Course Content Curriculum Development Dental Schools Drug Education Educational Objectives Faculty Development Higher Education Intercollegiate Cooperation Medical Education Medical Schools Organizational Climate Private Colleges Professional Education Staff Development State Universities Substance Abuse Identifier: North Carolina; North Carolina Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 1999 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- A Model for the Inclusion of a Physical Fitness and Health Promotion Component in a Chemical Abuse Treatment Program. Fred Fridinger; Beverly Dehart 1993 English Article (EJ) Journal of Drug Education, v23 n3 p215-22 1993 Describes treatment program at Charter Hospital in Fort Worth, Texas, which incorporates comprehensive medical examination, fitness and nutritional screenings, and appropriate exercise activities into alcohol and other substance abuse treatment. Notes that educational sessions are offered on health fitness, risk reduction, stress management, smoking cessation, proper nutrition, and positive psychological aspects of exercise.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 964 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 13-14,31,43-; 1983-1984,2001,2013-; 1999- External Resources: Cite This Item Accession No: EJ472271 Author(s): Fridinger, Fred ; Dehart, Beverly Title: A Model for the Inclusion of a Physical Fitness and Health Promotion Component in a Chemical Abuse Treatment Program. Source: Journal of Drug Education v23 n3 p215-22 1993 Standard No: ISSN: 0047-2379 Language: English Abstract: Describes treatment program at Charter Hospital in Fort Worth, Texas, which incorporates comprehensive medical examination, fitness and nutritional screenings, and appropriate exercise activities into alcohol and other substance abuse treatment. Notes that educational sessions are offered on health fitness, risk reduction, stress management, smoking cessation, proper nutrition, and positive psychological aspects of exercise. (Author/NB) Peer Reviewed: Yes SUBJECT(S) Descriptor: Counseling Techniques Models Nutrition (Major): Drug Rehabilitation Exercise Health Promotion Physical Fitness Substance Abuse Document Type: Article (EJ) Publication Type: Reports - Descriptive; Journal Articles Date of Entry: 1994; CIJMAR1994 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Seasons: The National Native American AIDS Prevention Center Quarterly. Summer 1990-Autumn 1992. Andrea Green Ed Rush 1992 English Document (ED) 125 National Native American AIDS Prevention Center, 6239 College Avenue, Suite 201, Oakland, CA 94618 (free subscriptions). Nine issues of this quarterly periodical examine AIDS prevention, education, and health care services for Native Americans and their communities. Major articles include personal narratives, interviews, roundtable discussions, program descriptions, guidelines for physicians and educators, and overviews of available services, and cover the following topics: (1) stereotypes and negative attitudes toward homosexuality and AIDS patients in Native American communities and among health-care and human services workers; (2) Alaska Natives' lack of access to AIDS testing, risk factors for the spread of HIV among Alaska Natives, and efforts by outreach workers to provide AIDS education to Native villages; (3) chemical dependency as a risk factor for contracting AIDS and the role of substance-abuse workers in providing AIDS education; (4) tribal substance abuse programs that incorporate AIDS education and sex education; (5) the efforts of Native American AIDS patients to educate others; (6) AIDS prevention education in Oklahoma's Indian communities; (7) confidentiality issues, particularly at Indian Health Service facilities; (8) culture-based counseling and education for the prevention of high risk behaviors; (9) building a cooperative relationship between physician and patient; (10) the high risk of AIDS in communities of color and how these communities can educate their youth; (11) a 19-year-old Indian woman who works as an AIDS peer educator; (12) traditional cultural values and techniques as applied to HIV survival issues; and (13) issues of sexuality and sexual identity.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED372876 Title: Seasons: The National Native American AIDS Prevention Center Quarterly. Summer 1990-Autumn 1992. Author(s): Rush, Andrea Green, Ed. Corp Author(s): National Native American AIDS Prevention Center, Oakland, CA. Publication: National Native American AIDS Prevention Center, 6239 College Avenue, Suite 201, Oakland, CA 94618 (free subscriptions).; 1992-00-00 Source: Seasons; Sum,Fall 1990 Win-Fall 1991 Win-Aut 1992 Description: 125 p. Language: English Abstract: Nine issues of this quarterly periodical examine AIDS prevention, education, and health care services for Native Americans and their communities. Major articles include personal narratives, interviews, roundtable discussions, program descriptions, guidelines for physicians and educators, and overviews of available services, and cover the following topics: (1) stereotypes and negative attitudes toward homosexuality and AIDS patients in Native American communities and among health-care and human services workers; (2) Alaska Natives' lack of access to AIDS testing, risk factors for the spread of HIV among Alaska Natives, and efforts by outreach workers to provide AIDS education to Native villages; (3) chemical dependency as a risk factor for contracting AIDS and the role of substance-abuse workers in providing AIDS education; (4) tribal substance abuse programs that incorporate AIDS education and sex education; (5) the efforts of Native American AIDS patients to educate others; (6) AIDS prevention education in Oklahoma's Indian communities; (7) confidentiality issues, particularly at Indian Health Service facilities; (8) culture-based counseling and education for the prevention of high risk behaviors; (9) building a cooperative relationship between physician and patient; (10) the high risk of AIDS in communities of color and how these communities can educate their youth; (11) a 19-year-old Indian woman who works as an AIDS peer educator; (12) traditional cultural values and techniques as applied to HIV survival issues; and (13) issues of sexuality and sexual identity. Also included are reviews of available educational and prevention materials; artwork; poems; employment opportunities; and announcements of conferences, workshops, and public events. (SV) SUBJECT(S) Descriptor: Acquired Immune Deficiency Syndrome Alaska Natives American Indians Community Attitudes Community Programs Disease Control Health Education Health Programs Health Services Homosexuality Patient Education Prevention Risk Secondary Education Sex Education Sexuality Substance Abuse Tribes Values Identifier: Risk Taking; Native Americans Note(s): Associated Inst: Centers for Disease Control (DHHS/PHS), Atlanta, GA. Document Type: Document (ED) Publication Type: Collected Works - Serials Date of Entry: 1994 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Addiction Training Scale: Pilot Study of a Self-Report Evaluation Tool for Psychiatry Residents S Pirzada Sattar; James Madison; Ronald J Markert; Subhash C Bhatia; Frederick Petty 2004 English Article (EJ) 5 Academic Psychiatry, v28 n3 p204-208 Sep 2004 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: Alcohol and drug dependence disorders have become common public health hazards. Psychiatrists encounter these problems in a major portion of their patients. However, recent data suggest that their training does not provide them the confidence to treat these disorders. Current methods of evaluating residents fail to adequately ascertain the lack of confidence in substance abuse training.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ808852 Author(s): Sattar, S. Pirzada ; Madison, James ; Markert, Ronald J. ; Bhatia, Subhash C. ; Petty, Frederick Title: Addiction Training Scale: Pilot Study of a Self-Report Evaluation Tool for Psychiatry Residents Source: Academic Psychiatry v28 n3 p204-208 Sep 2004 (5 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://ap.psychiatryonline.org/cgi/content/abstract/28/3/204 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: Alcohol and drug dependence disorders have become common public health hazards. Psychiatrists encounter these problems in a major portion of their patients. However, recent data suggest that their training does not provide them the confidence to treat these disorders. Current methods of evaluating residents fail to adequately ascertain the lack of confidence in substance abuse training. Here, we present the Addiction Training Scale (ATS) that we developed to help trainers identify deficits in residents' substance abuse training. Method: We developed the ATS and conducted a pilot study with the psychiatry residents at the Creighton University Department of Psychiatry, to test the validity of the ATS as a self-report evaluation tool to measure the level of psychiatry residents' preparedness in treating substance abuse disorders. Results: Our results suggest that the ATS is related to the confidence and preparedness that residents express in their ability to treat substance abuse problems. Conclusion: The ATS may be beneficial in assessing psychiatry residents' substance abuse training and identifying deficits, which may be addressed during training. Peer Reviewed: Yes SUBJECT(S) Descriptor: Substance Abuse Public Health Psychiatry Patients Measures (Individuals) Drinking Self Evaluation (Individuals) Medical Students Graduate Medical Education Validity Evaluation Methods Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2008; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Substance Abuse and Addiction: The Interface of the Health and Criminal Justice Systems. Second Policy Report of the Physician Consortium on Substance Abuse Education, 1998. 1998 English Document (ED) 43 The purpose of the Physician Consortium on Substance Abuse Education is to promote the role of physicians in prevention, diagnosis, treatment, and after-care referral for substance abuse by improving medical education and training. This policy report is the product of 2 years of work and a national conference of the consortium and presents in full its findings on medical education in substance abuse at the interface of the health and criminal justice systems.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED449701 Title: Substance Abuse and Addiction: The Interface of the Health and Criminal Justice Systems. Second Policy Report of the Physician Consortium on Substance Abuse Education, 1998. Access ERIC: FullText Publication: 1998-00-00 Description: 43 p. Language: English Abstract: The purpose of the Physician Consortium on Substance Abuse Education is to promote the role of physicians in prevention, diagnosis, treatment, and after-care referral for substance abuse by improving medical education and training. This policy report is the product of 2 years of work and a national conference of the consortium and presents in full its findings on medical education in substance abuse at the interface of the health and criminal justice systems. The report makes recommendations for improving the quality of medical education and the ability of physicians to work more effectively with professionals in the criminal justice system, including police, courts, and local, state, and federal detention systems. The report is intended for widespread circulation to national medical organizations and to federal and state agencies for their use in supporting the education of physicians to overcome the barriers to effective treatment of substance abuse. Following listings of represented organizations and conference participants and an executive summary, the report's contents are: (1) "Physician Consortium on Substance Abuse Education"; (2) "Consortium Deliberations"; (3) "Findings of the Physician Consortium"; (4) "Recommendations of the Physician Consortium"; (5) "Background on the Substance Abuse Problem"; (6) "Pre-Trial Services"; and (7) "Background on Drug Courts." (Contains 20 references.) (EV) SUBJECT(S) Descriptor: Educational Improvement Higher Education (Major): Cooperation Law Enforcement Medical Education Physicians Substance Abuse Note(s): Associated Inst: Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Health Professions. Document Type: Document (ED) Publication Type: Reports - Evaluative Date of Entry: 2001; RIEJUL2001 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The State of Hispanic Health, 1992. Facing the Facts. ASPIRA Association, Inc., Washington, DC. National Office. 1992 English Document (ED) 5 Publications, ASPIRA Association, Inc., National Office, 1112 16th Street, N.W., Suite 340, Washington, DC 20036. This publication offers an overview of the health of Hispanic Americans in the United States. Topics covered include the following: (1) Hispanic representation in health fields; (2) access to health care; (3) maternal and child health; (4) substance abuse; (5) Acquired Immune Deficiency Syndrome and Hispanics; (6) Hispanic elderly; (7) migrant farm workers; (8) leading causes of death; and (9) availability of Hispanic health data.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED357115 Title: The State of Hispanic Health, 1992. Facing the Facts. Corp Author(s): ASPIRA Association, Inc., Washington, DC. National Office. Publication: Publications, ASPIRA Association, Inc., National Office, 1112 16th Street, N.W., Suite 340, Washington, DC 20036.; 1992-00-00 Description: 5 p. Language: English Abstract: This publication offers an overview of the health of Hispanic Americans in the United States. Topics covered include the following: (1) Hispanic representation in health fields; (2) access to health care; (3) maternal and child health; (4) substance abuse; (5) Acquired Immune Deficiency Syndrome and Hispanics; (6) Hispanic elderly; (7) migrant farm workers; (8) leading causes of death; and (9) availability of Hispanic health data. The paper notes that 1 out of every 10 women of reproductive age is Hispanic, that 51 percent of Hispanic women of child-bearing age have family incomes at least 200 percent below the poverty level; that 31 percent of Hispanics have no private or public health insurance compared to 12 percent of Whites and 22 percent of African Americans; and that 2 times as many Hispanics as Whites use the emergency room as a source of primary care. (Contains 15 references.) (JB) SUBJECT(S) Descriptor: Access to Health Care Acquired Immune Deficiency Syndrome Children Death Demography Health Needs Hispanic Americans Medical Education Medical Services Migrant Workers Mothers National Surveys Older Adults Social Problems Special Health Problems Statistical Data Substance Abuse Identifier: Maternal Health; Fact Sheets; United States; United States Note(s): Associated Inst: Public Health Service (DHHS), Rockville, MD. Document Type: Document (ED) Publication Type: Information Analyses; Numerical/Quantitative Data; Reports - Descriptive Date of Entry: 1993 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- An Annotated Bibliography of Journal Articles on the Subject of Native American Students with Special Needs, 1985-1992. Robert J Hutchinson 1992 English Document (ED) 129 This project attempts to provide a comprehensive list of recently written, high quality journal articles relating to the subject of Native Americans and special education, handicapping conditions, social and medical issues that may contribute to handicapping conditions, and alternative teaching methods that can be used to help Native Americans in special education settings.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED352760 Title: An Annotated Bibliography of Journal Articles on the Subject of Native American Students with Special Needs, 1985-1992. Access ERIC: FullText Author(s): Hutchinson, Robert J. Publication: 1992-10-27 Description: 129 p. Language: English Abstract: This project attempts to provide a comprehensive list of recently written, high quality journal articles relating to the subject of Native Americans and special education, handicapping conditions, social and medical issues that may contribute to handicapping conditions, and alternative teaching methods that can be used to help Native Americans in special education settings. The journal articles listed were published from 1985 to 1992. All articles were selected based on: (1) relevance to the subject of Native American students and special education, and (2) the article's possible value as a resource to school personnel and teachers of exceptional Native American students. Articles describing research done in Canada are included. The bibliography is divided into seven sections, covering the following topics: (1) assessment (referral, identification, and special education placement); (2) health issues (medical problems, psychological problems, and substance abuse); (3) learning handicaps; (4) gifted and talented Native Americans and the need for alternative methods of referral and assessment; (5) program development and personnel training; (6) culture/language issues; and (7) cognitive style. Conclusions are drawn about the state of the literature in each of the seven bibliography areas, and suggestions for future research are offered. An appendix lists descriptors used in an Educational Resources Information Center (ERIC) search on this subject. (JDD) SUBJECT(S) Descriptor: American Indians Annotated Bibliographies Cognitive Style Cultural Influences Disabilities Educational Methods Elementary Secondary Education Gifted Handicap Identification Health Learning Disabilities Periodicals Program Development Social Problems Staff Development Student Evaluation Student Placement Substance Abuse Talent Identifier: Native Americans Note(s): Audience: Practitioners Document Type: Document (ED) Publication Type: Reference Materials - Bibliographies Date of Entry: 1993 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Policy Report of the Physician Consortium on Substance Abuse Education. David C Lewis; Walter L Faggett 1991 English Document (ED) 38 This report contains the recommendations of the Physician Consortium for significantly improving medical education and training to enhance the physician's role in early identification, treatment, and prevention of substance abuse. In addition, the consortium subcommittees report on their examination of substance abuse treatment needs of ethnic and racial minority groups and on the unique training needs that are especially germane to the care of adolescents and children.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED350944 Title: Policy Report of the Physician Consortium on Substance Abuse Education. Access ERIC: FullText Author(s): Lewis, David C. ; Faggett, Walter L. Corp Author(s): Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Health Professions. Publication: 1991-00-00 Description: 38 p. Language: English Abstract: This report contains the recommendations of the Physician Consortium for significantly improving medical education and training to enhance the physician's role in early identification, treatment, and prevention of substance abuse. In addition, the consortium subcommittees report on their examination of substance abuse treatment needs of ethnic and racial minority groups and on the unique training needs that are especially germane to the care of adolescents and children. Recommendations address the need for changes in undergraduate medical education, graduate medical education, and continuing medical education; they also focus special attention on the concerns of adolescents and children and the multicultural issues in substance abuse education and training of physicians. The report concludes with background information on the problems of substance abuse in general and on certain specific substances--cocaine, marijuana, alcohol and tobacco products--in particular. Contains 32 references. (GLR) SUBJECT(S) Descriptor: Adolescents Alcohol Abuse Children Continuing Education Drug Abuse Educational Needs Ethnic Groups Graduate Medical Education Health Programs Health Promotion Higher Education Medical Education Minority Groups National Surveys Physicians Professional Education Substance Abuse Undergraduate Study Identifier: Primary Prevention Note(s): Audience: Policymakers Document Type: Document (ED) Publication Type: Reports - General Date of Entry: 1993 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- A National Model of Faculty Development in Addiction Medicine. Michael Fleming 1992 English Article (EJ) Academic Medicine, v67 n10 p691-93 Oct 1992 A family medicine faculty professional association designed a 5-day intensive curriculum in addiction medicine taught to 165 graduate family practice faculty at 10 sites in 1990. Pre- and postsurveys showed significant increases in participants teaching addiction medicine in 8 of 11 clinical situations. The model is seen as applicable to other specialties.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 985 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 71-82; 1996-2007; 64-70; 1989-1995; 64-; 1989- External Resources: Cite This Item Accession No: EJ453123 Author(s): Fleming, Michael ; And Others Title: A National Model of Faculty Development in Addiction Medicine. Source: Academic Medicine v67 n10 p691-93 Oct 1992 Standard No: ISSN: 1040-2446 Language: English Abstract: A family medicine faculty professional association designed a 5-day intensive curriculum in addiction medicine taught to 165 graduate family practice faculty at 10 sites in 1990. Pre- and postsurveys showed significant increases in participants teaching addiction medicine in 8 of 11 clinical situations. The model is seen as applicable to other specialties. (Author/MSE) Peer Reviewed: Yes SUBJECT(S) Descriptor: Curriculum Development Higher Education Models Professional Education Program Descriptions Program Design Program Effectiveness Substance Abuse Units of Study (Major): Clinical Teaching (Health Professions) Drug Addiction Faculty Development Family Practice (Medicine) Medical Education Medical School Faculty Note(s): Target Audience: Teachers; Administrators; Practitioners Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 1993; CIJMAR1993 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Effect of a Substance Abuse Curriculum on the Recognition of Alcoholism by Family Medicine Residents. Jeff Susman 1992 English Article (EJ) Journal of Alcohol and Drug Education, v38 n1 p98-105 Fall 1992 Prospectively evaluated identification of alcohol abusers by family practice residents in 278 family medicine inpatients. Overall, residents correctly identified 38.8 percent of current or past alcohol abusers and 94.8 percent of nonalcoholics. Correct diagnosis was unrelated to demographic factors, alcohol-related admission diagnosis, or years of alcohol abuse.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1550 University of Michigan Library INDEPENDENT U-M LIBRARIES Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1993-; 17-57; 1971/1972-2013; 58-; 2014- External Resources: Cite This Item Accession No: EJ452655 Author(s): Susman, Jeff ; And Others Title: Effect of a Substance Abuse Curriculum on the Recognition of Alcoholism by Family Medicine Residents. Source: Journal of Alcohol and Drug Education v38 n1 p98-105 Fall 1992 Standard No: ISSN: 0090-1482 Language: English Abstract: Prospectively evaluated identification of alcohol abusers by family practice residents in 278 family medicine inpatients. Overall, residents correctly identified 38.8 percent of current or past alcohol abusers and 94.8 percent of nonalcoholics. Correct diagnosis was unrelated to demographic factors, alcohol-related admission diagnosis, or years of alcohol abuse. (Author/NB) Peer Reviewed: Yes SUBJECT(S) Descriptor: Alcohol Education Alcoholism Clinical Diagnosis Physicians Substance Abuse Identifier: Family Practice Residents Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 1993 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Educational Rights of Children with Disabilities: A Primer for Advocates. Eileen L Ordover; Kathleen B Boundy 1991 English Document (ED) 132 Center for Law & Education, 955 Massachusetts Ave., Cambridge, MA 02139 ($12.50). ; ISBN: ISBN-0-912585-06-4 Intended for child advocates, this book analyzes children's educational rights under two federal statutes, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. The nine chapters address the following topics: (1) the statutory framework of the two laws (including eligibility, age ranges, operation, and reach); (2) content, quality, and the meaning of "free appropriate public education" (e.g.... Availability: Search the Mirlyn catalog at the University of Michigan Accession No: ED358597 Title: Educational Rights of Children with Disabilities: A Primer for Advocates. Access ERIC: FullText Author(s): Ordover, Eileen L. ; Boundy, Kathleen B. Corp Author(s): Center for Law and Education, Boston, MA. Publication: Center for Law & Education, 955 Massachusetts Ave., Cambridge, MA 02139 ($12.50).; 1991-00-00 Description: 132 p. Language: English Standard No: ISBN: ISBN-0-912585-06-4 Abstract: Intended for child advocates, this book analyzes children's educational rights under two federal statutes, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. The nine chapters address the following topics: (1) the statutory framework of the two laws (including eligibility, age ranges, operation, and reach); (2) content, quality, and the meaning of "free appropriate public education" (e.g., meanings of "special education,""related services," and "least restrictive environment"); (3) special issues regarding related services (e.g., the "medical exclusion," in-school assistance with health-related needs, and children with substance abuse problems or psychiatric disorders); (4) educational evaluations (rights, procedures, and safeguards); (5) individualized education programs, placement decisions, and parent participation; (6) procedural safeguards and dispute resolution (e.g., surrogate parents, administrative complaints, due process, civil action); (7) discrimination against children who have AIDS (acquired immune deficiency syndrome), are positive for HIV (human immunodeficiency virus), or are carriers of hepatitis B; (8) discipline of students with disabilities (statutory entitlements and unresolved issues); and (9) early intervention services for infants and toddlers. Appended are a guide to legal notations and references, and a listing of regional offices of the U.S. Department of Education, Office for Civil Rights. (DB) SUBJECT(S) Descriptor: Acquired Immune Deficiency Syndrome Child Advocacy Compliance (Legal) Conflict Resolution Definitions Disabilities Discipline Due Process Early Intervention Educational Legislation Elementary Secondary Education Eligibility Federal Legislation Individualized Education Programs Legal Responsibility Parent School Relationship Pupil Personnel Services Rehabilitation School Law Social Discrimination Special Health Problems Student Evaluation Student Placement Student Rights Identifier: Individuals with Disabilities Education Act; Rehabilitation Act 1973 (Section 504); Individuals with Disabilities Education Act; Rehabilitation Act 1973 (Section 504) Note(s): Audience: Community; Associated Inst: Legal Services Corp., Washington, DC.; Mental Health Law Project, Washington, DC. Document Type: Document (ED) Publication Type: Books; Guides - Non-Classroom Date of Entry: 1993 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Substance Abuse and Learning Disabilities: Peas in a Pod or Apples and Oranges? Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. 2000 English Document (ED) 44 Columbia Univ., National Center on Addiction and Substance Abuse, 633 Third Ave., New York, NY 10017-6706; Web site: http://www.casacolumbia.org. This paper was developed as a result of a 1999 conference on substance abuse and learning disabilities. An introductory chapter urges early identification of learning disabilities and appropriate treatment for both problems when they co-exist. The second chapter discusses the differences between learning disabilities and behavioral disorders, the size of the problem of substance abuse in this population, financial and social costs to society, and possible negative outcomes of unnecessary drug treatment of children with learning disabilities.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED452630 Title: Substance Abuse and Learning Disabilities: Peas in a Pod or Apples and Oranges? Access ERIC: FullText Corp Author(s): Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. Publication: Columbia Univ., National Center on Addiction and Substance Abuse, 633 Third Ave., New York, NY 10017-6706; Web site: http://www.casacolumbia.org.; 2000-09-00 Description: 44 p. Language: English Abstract: This paper was developed as a result of a 1999 conference on substance abuse and learning disabilities. An introductory chapter urges early identification of learning disabilities and appropriate treatment for both problems when they co-exist. The second chapter discusses the differences between learning disabilities and behavioral disorders, the size of the problem of substance abuse in this population, financial and social costs to society, and possible negative outcomes of unnecessary drug treatment of children with learning disabilities. The third chapter examines the question of whether substance abuse leads to learning disabilities and/or behavioral disorders or the reverse. Evidence for the following three theories is reviewed: (1) behavioral effects of learning disabilities are also risk factors for substance abuse; (2) learning disabled children turn to drugs for self medication; and (3) children on psychoactive medication are more likely to believe in the positive effects of drugs. Also examined are the possibilities that behavioral disorders among children lead to parental substance abuse and that learning disabilities and substance abuse are the result of a common cause. The paper urges research with refined diagnostic criteria and greater efforts to inform parents, physicians, teachers, and treatment providers. (Contains approximately 210 references and 101 notes.) (DB) SUBJECT(S) Descriptor: Adolescents Alcoholism Children Drug Abuse Drug Addiction Etiology Multiple Disabilities Research Needs Student Characteristics (Major): Behavior Disorders Disability Identification Drug Therapy Learning Disabilities Substance Abuse Note(s): This CASA White Paper is based on the National CASA Conference "Substance Abuse and Learning Disabilities: Peas in a Pod or Apples and Oranges?" (New York, NY, February 1, 1999). Also funded by the Ira Harris Foundation.; Associated Inst: National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD.; National Center for Learning Disabilities, Inc., New York, NY. Document Type: Document (ED) Publication Type: Information Analyses; Reports - Evaluative Date of Entry: 2001; RIEOCT2001 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Under the Rug: Substance Abuse and the Mature Woman. Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. 1998 English Document (ED) 206 National Center on Addiction and Substance Abuse at Columbia University, 633 Third Ave., New York, NY 10017-6706. Tel: 212-841-5255; Fax: 212-956-8020; Web site: http://www.casacolumbia.org. This report follows an extensive survey of primary care physicians (N=400) about the problem of substance abuse in women over the age of 59. Research has shown that an individual who reaches the age of 21 without smoking, using drugs, or abusing alcohol is virtually never at risk to abuse these substances. The only exception occurs with mature women, especially those who suffer the loss of a child or spouse, have financial difficulties, or experience loneliness.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED452443 Title: Under the Rug: Substance Abuse and the Mature Woman. Access ERIC: FullText Corp Author(s): Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. Publication: National Center on Addiction and Substance Abuse at Columbia University, 633 Third Ave., New York, NY 10017-6706. Tel: 212-841-5255; Fax: 212-956-8020; Web site: http://www.casacolumbia.org.; 1998-06-00 Description: 206 p. Language: English Abstract: This report follows an extensive survey of primary care physicians (N=400) about the problem of substance abuse in women over the age of 59. Research has shown that an individual who reaches the age of 21 without smoking, using drugs, or abusing alcohol is virtually never at risk to abuse these substances. The only exception occurs with mature women, especially those who suffer the loss of a child or spouse, have financial difficulties, or experience loneliness. Only one percent of the physicians in this survey ever even considered a substance abuse diagnosis when presented with the typical early symptoms of alcohol and prescription drug abuse in these women. As gatekeepers of their care, physicians need to assume a key role in detecting early signs of trouble. There is strong evidence that brief physician interventions can improve medication compliance, improve smoking cessation rates, and reduce risky drinking. Medical schools and Continuing Education Programs need to provide physicians with the information about recognizing early signs of substance abuse. The problem can be directly addressed by training physicians who then in turn train their patients about the dangers and risks of alcohol and substance abuse. Suggestions are presented for policymakers and future research. (Contains 6 appendixes, 10 tables, and 538 references.) (JDM) SUBJECT(S) Descriptor: Depression (Psychology) Medical Education Middle Aged Adults National Surveys Professional Continuing Education Psychological Needs (Major): Drinking Females Health Education Identification Physicians Substance Abuse Note(s): Associated Inst: Bristol-Myers Squibb Foundation, Inc., New York, NY. Document Type: Document (ED) Publication Type: Reports - Research Date of Entry: 2001; RIEOCT2001 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Missed Opportunity: National Survey of Primary Care Physicians and Patients on Substance Abuse. Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. 2000 English Document (ED) 115 A national representative survey of primary care physicians (N=648) was conducted to determine how they deal with patients who have substance abuse problems. The survey revealed how physicians identify substance abuse in their patients, what efforts they make to help these patients, and what barriers they find to effective diagnosis and treatment. The most troubling finding of the survey was that 94 percent of the physicians failed to include substance abuse among the five diagnoses they offered when presented with early symptoms of alcohol abuse in an adult patient.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED452442 Title: Missed Opportunity: National Survey of Primary Care Physicians and Patients on Substance Abuse. Access ERIC: FullText Corp Author(s): Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. Publication: 2000-04-00 Description: 115 p. Language: English Abstract: A national representative survey of primary care physicians (N=648) was conducted to determine how they deal with patients who have substance abuse problems. The survey revealed how physicians identify substance abuse in their patients, what efforts they make to help these patients, and what barriers they find to effective diagnosis and treatment. The most troubling finding of the survey was that 94 percent of the physicians failed to include substance abuse among the five diagnoses they offered when presented with early symptoms of alcohol abuse in an adult patient. Also surveyed were 510 adults currently receiving treatment for substance abuse. Most patients said their physicians did nothing about their substance abuse. These findings add up to an enormous lost opportunity. Substance abuse and addiction are the leading cause of death, disability, and disease in the United States. Primary care physicians have a unique opportunity to intervene to avoid these consequences. To avoid the missed opportunity, this report recommends that medical schools increase training in substance abuse, that primary care physicians screen patients for substance abuse, and that insurers provide for physicians talking to patients about substance abuse. (Contains 3 appendixes, 27 figures, and 30 references.) (JDM) SUBJECT(S) Descriptor: Alcohol Abuse Drug Addiction Higher Education Medical Schools Medical Students National Surveys Outcomes of Treatment Primary Health Care (Major): Clinical Diagnosis Drug Education Physician Patient Relationship Physicians Substance Abuse Note(s): Associated Inst: Josiah Macy, Jr. Foundation, New York, NY. Document Type: Document (ED) Publication Type: Reports - Research Date of Entry: 2001; RIEOCT2001 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- A Study To Increase Computer Applications in Social Work Management. John A Lucero 1992 English Document (ED) 85 The purpose of this study was to address the use of computers in social work practice and to survey the field for tools, concepts, and trends that could assist social workers in their practice. In addition to a review of the relevant literature, information was requested from the Social Work Service and Ambulatory Care Database Section at Walter Reed Medical Center in the District of Columbia, and from the School of Social Welfare at the University of California at Los Angeles.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED348972 Title: A Study To Increase Computer Applications in Social Work Management. Author(s): Lucero, John A. Publication: 1992-04-00 Description: 85 p. Language: English Abstract: The purpose of this study was to address the use of computers in social work practice and to survey the field for tools, concepts, and trends that could assist social workers in their practice. In addition to a review of the relevant literature, information was requested from the Social Work Service and Ambulatory Care Database Section at Walter Reed Medical Center in the District of Columbia, and from the School of Social Welfare at the University of California at Los Angeles. The review of the literature focused on issues regarding information management systems for social work practice and computer applications in the areas of psychological testing, DSM-III evaluation, psychotherapy, psychopharmacology treatment, family therapy, consultant liaison psychiatry, chronic care, geriatric psychiatry, neurobehavioral training, computer games in child psychotherapy, patient education, music therapy, therapy for addictions, full-service psychiatric programs, computer imaging, the computerized electroencephalograph (EEG), psychiatric research, computerized second opinions, expert systems, and "neural" computers. Computer applications in the social work curriculum are also discussed. Ways in which word processing, databases, spreadsheets, and information management systems could be used in social work are suggested, and a discussion of the implications of computer use for social workers concludes the report. Appended materials include a glossary of computer terminology, a description of an appropriate computer system, a checklist for developing an agency database system, and a list of computer software that could be used by social workers to enhance their work and computer skills. (Contains 83 references.) (BBM) SUBJECT(S) Descriptor: Artificial Intelligence Counselors Databases Higher Education Professional Training Psychiatric Services Psychological Testing Spreadsheets Therapy (Major): Management Information Systems Mental Health Workers Social Workers Note(s): Continuing Education Self-Directed Learning Project, Behavioral Sciences Regulatory Board. Document Type: Document (ED) Publication Type: Dissertations/Theses; Information Analyses Date of Entry: 1993; RIEJAN1993 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Teaching Critical Thinking in the Context of Substance Abuse in a Psychiatry Clerkship. Martha G Regan-Smith; Donald A West 1990 English Article (EJ) Academic Medicine, v65 n2 p89 Feb 1990 The article describes an elective course, part of the required psychiatry clerkship, at Dartmouth Medical School (New Hampshire), which stresses development of critical thinking skills in the diagnosis and management of patients with substance abuse and related medical and psychiatric complications. (Author/DB) Availability: Connect to the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ404137 Author(s): Regan-Smith, Martha G. ; West, Donald A. Title: Teaching Critical Thinking in the Context of Substance Abuse in a Psychiatry Clerkship. Source: Academic Medicine v65 n2 p89 Feb 1990 Language: English Abstract: The article describes an elective course, part of the required psychiatry clerkship, at Dartmouth Medical School (New Hampshire), which stresses development of critical thinking skills in the diagnosis and management of patients with substance abuse and related medical and psychiatric complications. (Author/DB) Peer Reviewed: Yes SUBJECT(S) Descriptor: Clinical Diagnosis Critical Thinking Higher Education Medical Education Medical Evaluation Medical Services Medical Students Psychiatry Substance Abuse Identifier: Dartmouth Medical School NH Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 1990 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Rio Arriba County Strategy To Combat Heroin Addiction. Hearing before a Subcommittee of the Committee on Appropriations, United States Senate, One Hundred Sixth Congress, First Session. Special Hearing (Espanola, New Mexico, March 30, 1999). Congress of the U.S., Washington, DC. Senate Committee on Appropriations. 1999 English Document (ED) 106 U.S. Government Printing Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402. For full text: http://www.access.gpo.gov/congress/senate. ; ISBN: ISBN-0-16-058704-2 At an Espanola (New Mexico) hearing, the Subcommittee on Commerce, Justice, and State, the Judiciary, and Related Agencies of the Senate Committee on Appropriations heard testimony on heroin addiction and intervention efforts in Rio Arriba County, New Mexico. An opening statement of Senator Pete Domenici outlined the problem of an epidemic of black tar heroin addiction afflicting the county, with accompanying crime and delinquency problems.... Availability: Search the Mirlyn catalog at the University of Michigan Accession No: ED440816 Title: Rio Arriba County Strategy To Combat Heroin Addiction. Hearing before a Subcommittee of the Committee on Appropriations, United States Senate, One Hundred Sixth Congress, First Session. Special Hearing (Espanola, New Mexico, March 30, 1999). Access ERIC: FullText Corp Author(s): Congress of the U.S., Washington, DC. Senate Committee on Appropriations. Publication: U.S. Government Printing Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402. For full text: http://www.access.gpo.gov/congress/senate.; 1999-00-00 Description: 106 p. Language: English Standard No: ISBN: ISBN-0-16-058704-2 Abstract: At an Espanola (New Mexico) hearing, the Subcommittee on Commerce, Justice, and State, the Judiciary, and Related Agencies of the Senate Committee on Appropriations heard testimony on heroin addiction and intervention efforts in Rio Arriba County, New Mexico. An opening statement of Senator Pete Domenici outlined the problem of an epidemic of black tar heroin addiction afflicting the county, with accompanying crime and delinquency problems. A representative of the federal Office of Justice Programs (OJP) described relevant OJP initiatives, particularly Weed and Seed, which provides funding for community law enforcement, drug treatment programs, and after-school youth activities aimed at drug and delinquency prevention. Other federal officials discussed block grants and state incentive grants for drug prevention and treatment programs, the Starting Early Starting Smart program for children aged 0-7, physical and mental health problems related to drug abuse, the science of heroin addiction and treatment, and science-based drug education materials for grades 5-9. Representatives of state and local agencies discussed substance abuse-related detention costs; substance abuse, mental health, and related medical costs for local prisoners; the Rio Arriba Strategic Plan for Substance and Alcohol Abuse and Treatment; the rationale for a county-wide plan; current substance abuse reduction activities in the county; youth development as primary prevention; the high rates of drug-related death in New Mexico; the special problems of isolated rural communities; and a drug treatment program based on yoga, meditation, and nutrition. (SV) SUBJECT(S) Descriptor: Community Programs Crime Drug Abuse Drug Addiction Drug Education Drug Rehabilitation Early Childhood Education Elementary Secondary Education Federal Aid Hearings Heroin Planning Prevention Rural Areas Youth Programs Identifier: Congress 106th; New Mexico (Rio Arriba County) Document Type: Document (ED) Publication Type: Legal/Legislative/Regulatory Materials Date of Entry: 2000 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- An Examination of the Role of Perceptions in Neighborhood Research Mark W Roosa; Rebecca M B White; Katharine H Zeiders; Jenn-Yun Tein 2009 English Article (EJ) 15 Journal of Community Psychology, v37 n3 p327-341 Apr 2009 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL Accumulating research demonstrates that both archival indicators and residents' self-reports of neighborhood conditions are useful predictors of a variety of physical health, mental health, substance use, criminal, and educational outcomes. Although studies have shown these two types of measures are often related, no research has systematically examined their relationship.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1598 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1-; 1973-; 1-35; 1973-2007 External Resources: Cite This Item Accession No: EJ831398 Author(s): Roosa, Mark W. ; White, Rebecca M. B. ; Zeiders, Katharine H. ; Tein, Jenn-Yun Title: An Examination of the Role of Perceptions in Neighborhood Research Source: Journal of Community Psychology v37 n3 p327-341 Apr 2009 (15 pages) Additional Info: John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL; http://dx.doi.org/10.1002/jcop.20298 Standard No: ISSN: 0090-4392 Language: English Abstract: Accumulating research demonstrates that both archival indicators and residents' self-reports of neighborhood conditions are useful predictors of a variety of physical health, mental health, substance use, criminal, and educational outcomes. Although studies have shown these two types of measures are often related, no research has systematically examined their relationship. With a sample of Mexican Americans, this study examined this relationship and demographic factors that might account for variations of residents' perceptions of their neighborhoods. Results showed that country of birth, social class, family structure, and gender moderated relations between archival variables and adults' perceptions of danger. Thus using information from both archival data and self-reports should improve the ability of neighborhood researchers to understand individual differences in responses to neighborhood conditions. (Contains 3 tables.) References: Number: 31 Peer Reviewed: Yes SUBJECT(S) Descriptor: Social Science Research Social Indicators Self Disclosure (Individuals) Comparative Analysis Evaluation Methods Quality of Life Neighborhoods Social Environment Mexican Americans Community Characteristics Geographic Location Birth Social Class Family Structure Sex Attitudes Role Physical Health Mental Health Substance Abuse Crime Incidence Outcomes of Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2009; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Using Standardized Patients to Evaluate Screening, Brief Intervention, and Referral to Treatment (SBIRT) Knowledge and Skill Acquisition for Internal Medicine Residents Jason M Satterfield; Patricia O'Sullivan; Derek D Satre; Janice Y Tsoh; Steven L Batki; Kathy Julian; Elinore F McCance-Katz; Maria Wamsley 2012 English Article (EJ) 5 Substance Abuse, v33 n3 p303-307 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Comprehensive clinical competency curricula for hazardous drinking and substance use disorders (SUDs) exists for medical students, residents, and practicing health care providers. Evaluations of these curricula typically focus on learner attitudes and knowledge, although changes in clinical skills are of greater interest and utility. The authors present a pre-post clinical skill evaluation of a 10-hour screening, brief intervention, and referral to treatment (SBIRT) curriculum for hazardous drinking and SUDs for primary care internal medicine residents using standardized patient examinations to better determine the impact of SBIRT training on clinical practice.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ971266 Author(s): Satterfield, Jason M. ; O'Sullivan, Patricia ; Satre, Derek D. ; Tsoh, Janice Y. ; Batki, Steven L. ; Julian, Kathy ; McCance-Katz, Elinore F. ; Wamsley, Maria Title: Using Standardized Patients to Evaluate Screening, Brief Intervention, and Referral to Treatment (SBIRT) Knowledge and Skill Acquisition for Internal Medicine Residents Source: Substance Abuse v33 n3 p303-307 2012 (5 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.640103 Standard No: ISSN: 0889-7077 Language: English Abstract: Comprehensive clinical competency curricula for hazardous drinking and substance use disorders (SUDs) exists for medical students, residents, and practicing health care providers. Evaluations of these curricula typically focus on learner attitudes and knowledge, although changes in clinical skills are of greater interest and utility. The authors present a pre-post clinical skill evaluation of a 10-hour screening, brief intervention, and referral to treatment (SBIRT) curriculum for hazardous drinking and SUDs for primary care internal medicine residents using standardized patient examinations to better determine the impact of SBIRT training on clinical practice. Residents had large improvements in history taking, substance use screening skills, SUD assessment and diagnostic skills, and in SBIRT knowledge, including documentation, systems, and diversity issues. Residents made moderate improvements in brief intervention skills. Future SBIRT curricular evaluations would ideally include a controlled comparison with larger samples from multiple institutions. (Contains 2 tables.) References: Number: 8 Peer Reviewed: Yes SUBJECT(S) Descriptor: Medical Education Medical Students Intervention Internal Medicine Patients Referral Graduate Students Substance Abuse Alcohol Abuse Health Services Evaluation Pretests Posttests Health Education Graduate Medical Education Satisfaction Screening Tests Drinking Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Reinventing the Reel: An Innovative Approach to Resident Skill-Building in Motivational Interviewing for Brief Intervention Bonnie Cole; Denice Crowe Clark; J Paul Seale; Sylvia Shellenberger; Alan Lyme; J Aaron Johnson; Aruna Chhabria 2012 English Article (EJ) 4 Substance Abuse, v33 n3 p278-281 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals To enhance the skills of primary care residents in addressing substance misuse, residency screening, brief intervention, and referral to treatment (SBIRT) programs increasingly offer motivational interviewing (MI) training, but seldom include feedback and coaching. This innovative 2-round "Virginia Reel" approach, supplementing 3 hours of basic MI instruction, was designed to teach and coach residents to use MI while providing ongoing medical care.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ971265 Author(s): Cole, Bonnie ; Clark, Denice Crowe ; Seale, J. Paul ; Shellenberger, Sylvia ; Lyme, Alan ; Johnson, J. Aaron ; Chhabria, Aruna Title: Reinventing the Reel: An Innovative Approach to Resident Skill-Building in Motivational Interviewing for Brief Intervention Source: Substance Abuse v33 n3 p278-281 2012 (4 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.639696 Standard No: ISSN: 0889-7077 Language: English Abstract: To enhance the skills of primary care residents in addressing substance misuse, residency screening, brief intervention, and referral to treatment (SBIRT) programs increasingly offer motivational interviewing (MI) training, but seldom include feedback and coaching. This innovative 2-round "Virginia Reel" approach, supplementing 3 hours of basic MI instruction, was designed to teach and coach residents to use MI while providing ongoing medical care. SBIRT/MI-competent facilitators served as both trainers and actors at 8 carefully sequenced Objective Structured Clinical Examination (OSCE) stations, providing instruction, role-play practice, and feedback on 17 microskills in 2 successive clinical "visits"/rounds addressing alcohol misuse and diabetes management. Evaluation included OSCE checklists, overall competency assessments, and responses to open-ended questions. Three residents showed improvement between rounds. Resident evaluations were strongly positive, identifying practice of MI skills and receipt of coaching and feedback from MI experts as particularly valuable. Further study is needed to confirm effectiveness of the approach and explore the impact of fewer OSCE stations of longer duration. (Contains 1 table.) References: Number: 6 Peer Reviewed: Yes SUBJECT(S) Descriptor: Expertise Medical Services Medical Students Intervention Diabetes Interviews Teaching Methods Motivation Techniques Primary Health Care Graduate Medical Education Substance Abuse Feedback (Response) Alcohol Abuse Role Playing Check Lists Innovation Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- A Pilot Study of the Relationship between Counselor Trainees' Characteristics and Attitudes toward Substance Abuse D Shane Koch; Zachery Sneed; Sharon J Davis; John J Benshoff 2006 English Article (EJ) 15 Journal of Teaching in the Addictions, v5 n2 p97-111 2006 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Researchers in this study sought to construct an instrument specifically designed to measure counselor trainee attitudes toward alcohol and drug abuse. The instrument, the "Counselor Trainee Attitudes Measure" (CTAM), used for this research was developed collectively by the researchers. The CTAM gathered demographic data including undergraduate or graduate status, gender, current major, age, postsecondary institution and the total number of addiction specific courses completed at both the undergraduate and graduate level.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 278 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 2002- External Resources: Cite This Item Accession No: EJ843959 Author(s): Koch, D. Shane ; Sneed, Zachery ; Davis, Sharon J. ; Benshoff, John J. Title: A Pilot Study of the Relationship between Counselor Trainees' Characteristics and Attitudes toward Substance Abuse Source: Journal of Teaching in the Addictions v5 n2 p97-111 2006 (15 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1300/J188v05n02_07 Standard No: ISSN: 1533-2705 Language: English Abstract: Researchers in this study sought to construct an instrument specifically designed to measure counselor trainee attitudes toward alcohol and drug abuse. The instrument, the "Counselor Trainee Attitudes Measure" (CTAM), used for this research was developed collectively by the researchers. The CTAM gathered demographic data including undergraduate or graduate status, gender, current major, age, postsecondary institution and the total number of addiction specific courses completed at both the undergraduate and graduate level. Student attitudes were measured through the use of 35 statements about substance abuse, people with alcohol and drug abuse issues, people with disabilities, and treatment options for AODA problems. There were 74 complete and usable responses for the instrument. Nineteen males and 55 females completed the survey. Forty respondents (54%) were classified as undergraduates and 34 (46%) were classified as graduate students. Respondents' ranged in age from 19 years to 55 years. The mean age of all respondents was 29.2 years. Findings included significant differences in the between-subjects variable of recovery status, as well as an interaction effect for class standing and recovery status. Respondents who did have someone close to them experience a substance use disorder reported higher mean agreements with the medical and natural recovery models than the moral model; whereas individuals that did not have an experience with someone close to them reported higher agreement with the moral model and lower agreement with the medical and natural recovery models. The interaction effect of class standing and recovery status was significant; however interpretation of the results proved difficult due to a small sample size. Peer Reviewed: Yes SUBJECT(S) Descriptor: Graduate Students Student Attitudes Drug Abuse Counselor Training Interaction Counselor Attitudes Substance Abuse Alcohol Abuse Attitude Measures Undergraduate Students Age Differences Majors (Students) Course Selection (Students) Disabilities Counseling Techniques Rehabilitation Familiarity Moral Values Note(s): Target Audience: Counselors; Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2009; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- What Do Psychiatric Residents Think of Addiction Psychiatry as a Career? John A Jr Renner; Maher Karam-Hage; Marjorie Levinson; Thomas Craig; Beatrice Eld 2009 English Article (EJ) 4 Academic Psychiatry, v33 n2 p139-142 Mar-Apr 2009 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: The authors attempt to better understand the recent decline in the number of applicants to addiction psychiatry training. Methods: The Corresponding Committee on Training and Education in Addiction Psychiatry of APA's Council on Addiction Psychiatry sent out a 14-question anonymous e-mail survey to all postgraduate-year 2 (PGY-2) through PGY-4 APA Members-in-Training.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ840661 Author(s): Renner, John A., Jr. ; Karam-Hage, Maher ; Levinson, Marjorie ; Craig, Thomas ; Eld, Beatrice Title: What Do Psychiatric Residents Think of Addiction Psychiatry as a Career? Source: Academic Psychiatry v33 n2 p139-142 Mar-Apr 2009 (4 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.33.2.139 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: The authors attempt to better understand the recent decline in the number of applicants to addiction psychiatry training. Methods: The Corresponding Committee on Training and Education in Addiction Psychiatry of APA's Council on Addiction Psychiatry sent out a 14-question anonymous e-mail survey to all postgraduate-year 2 (PGY-2) through PGY-4 APA Members-in-Training. The questions explored residents' beliefs and attitudes toward addiction psychiatry and sought their opinion on how training in addiction psychiatry can be made more attractive to them. Results: Of 2,511 eligible psychiatric residents surveyed nationally, 276 (10.6%) residents responded to the survey. Residents who responded had a generally positive impression of addiction psychiatrists but expressed much less favorable attitudes toward the practice of addiction psychiatry. Respondents provided three major subsets of suggestions: employment security and compensation, optimize PGY-1-4 addiction training, and fellowship training issues. Conclusion: These findings may be used to improve addiction psychiatry training and recruitment. Peer Reviewed: Yes SUBJECT(S) Descriptor: Psychiatry Addictive Behavior Graduate Students Medical Students Student Attitudes Job Security Compensation (Remuneration) Graduate Medical Education Fellowships Student Surveys Note(s): Education Level: Higher Education; Postsecondary Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2009; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- A 4-Year Curriculum on Substance Use Disorders for Psychiatry Residents Rocco Iannucci; Kathy Sanders; Shelly F Greenfield 2009 English Article (EJ) 7 Academic Psychiatry, v33 n1 p60-66 Jan-Feb 2009 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: The authors describe an addiction psychiatry curriculum integrated in a general psychiatry training program to demonstrate comprehensive and practical approaches to educating general psychiatric residents on the recognition and treatment of substance use disorders. Methods: The Massachusetts General Hospital/McLean Hospital adult psychiatric residency training program provides training in addiction psychiatry in multiple treatment settings during the 4 years of residency.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ840651 Author(s): Iannucci, Rocco ; Sanders, Kathy ; Greenfield, Shelly F. Title: A 4-Year Curriculum on Substance Use Disorders for Psychiatry Residents Source: Academic Psychiatry v33 n1 p60-66 Jan-Feb 2009 (7 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.33.1.60 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: The authors describe an addiction psychiatry curriculum integrated in a general psychiatry training program to demonstrate comprehensive and practical approaches to educating general psychiatric residents on the recognition and treatment of substance use disorders. Methods: The Massachusetts General Hospital/McLean Hospital adult psychiatric residency training program provides training in addiction psychiatry in multiple treatment settings during the 4 years of residency. Addiction specialists, nonspecialty psychiatrists, and residents and fellows provide training. Results: Adult psychiatric residencies can provide comprehensive addiction psychiatry training that spans multiple treatment settings and postgraduate years by training general staff psychiatrists, senior residents, and fellows to assist core addiction faculty in providing addiction psychiatry education. Conclusion: Substance use disorders are common among patients presenting to general psychiatry treatment settings, and thus it is important that all psychiatric residents be well trained in the screening, diagnosis, and treatment of outpatients with these problems. Peer Reviewed: Yes SUBJECT(S) Descriptor: Substance Abuse Hospitals Psychiatry Patients Graduate Medical Education Integrated Curriculum Teaching Methods Specialists Physicians Therapy Screening Tests Clinical Diagnosis Rehabilitation Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2009; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Pennsylvania SBIRT Medical and Residency Training: Developing, Implementing, and Evaluating an Evidenced-Based Program Janice L Pringle; Michael Melczak; William Johnjulio; Melinda Campopiano; Adam J Gordon; Monica Costlow 2012 English Article (EJ) 6 Substance Abuse, v33 n3 p292-297 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Medical residents do not receive adequate training in screening, brief intervention, and referral to treatment (SBIRT) for alcohol and other drug use disorders. The federally funded Pennsylvania SBIRT Medical and Residency Training program (SMaRT) is an evidence-based curriculum with goals of training residents in SBIRT knowledge and skills and disseminating the curriculum throughout the medical residency programs.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ971260 Author(s): Pringle, Janice L. ; Melczak, Michael ; Johnjulio, William ; Campopiano, Melinda ; Gordon, Adam J. ; Costlow, Monica Title: Pennsylvania SBIRT Medical and Residency Training: Developing, Implementing, and Evaluating an Evidenced-Based Program Source: Substance Abuse v33 n3 p292-297 2012 (6 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.640091 Standard No: ISSN: 0889-7077 Language: English Abstract: Medical residents do not receive adequate training in screening, brief intervention, and referral to treatment (SBIRT) for alcohol and other drug use disorders. The federally funded Pennsylvania SBIRT Medical and Residency Training program (SMaRT) is an evidence-based curriculum with goals of training residents in SBIRT knowledge and skills and disseminating the curriculum throughout the medical residency programs. The SMaRT program collaborates with 4 hospital systems and 7 residency sites, with a target of 1147 residents to be trained. This brief report describes the design of the SMaRT program curriculum, implementation across settings and programs, and its evaluation methods. (Contains 2 figures and 1 table.) References: Number: 21 Peer Reviewed: Yes SUBJECT(S) Descriptor: Evidence Graduate Medical Education Physicians Drug Use Evaluation Methods Intervention Referral Drinking Alcohol Abuse Graduate Students Medical Students Screening Tests Hospitals Medical Education Substance Abuse Pretests Posttests Internal Medicine Patients Health Services Evaluation Health Education Identifier: Pennsylvania; Pennsylvania Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Institutional Incorporation of Screening, Brief Intervention, and Referral to Treatment (SBIRT) in Residency Training: Achieving a Sustainable Curriculum Denise M Scott; TyWanda McLaurin-Jones; Fannie D Brown; Robin Newton; Vanessa J Marshall; Nnenna Kalu; Gloria E Cain; Robert E Taylor 2012 English Article (EJ) 4 Substance Abuse, v33 n3 p308-311 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals The success of implementing a screening, brief intervention and referral to treatment (SBIRT) program within a medical residency program for sustainability is contingent upon a well-crafted training curriculum that incorporates substance abuse education and clinical practice skills. The goal of the Howard University (HU) SBIRT program is to train residents in providing culturally competent evidence-based screening, brief intervention and referral to treatment for patients who have a substance use disorder or who are at risk for developing the disorder.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ971259 Author(s): Scott, Denise M. ; McLaurin-Jones, TyWanda ; Brown, Fannie D. ; Newton, Robin ; Marshall, Vanessa J. ; Kalu, Nnenna ; Cain, Gloria E. ; Taylor, Robert E. Title: Institutional Incorporation of Screening, Brief Intervention, and Referral to Treatment (SBIRT) in Residency Training: Achieving a Sustainable Curriculum Source: Substance Abuse v33 n3 p308-311 2012 (4 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.640135 Standard No: ISSN: 0889-7077 Language: English Abstract: The success of implementing a screening, brief intervention and referral to treatment (SBIRT) program within a medical residency program for sustainability is contingent upon a well-crafted training curriculum that incorporates substance abuse education and clinical practice skills. The goal of the Howard University (HU) SBIRT program is to train residents in providing culturally competent evidence-based screening, brief intervention and referral to treatment for patients who have a substance use disorder or who are at risk for developing the disorder. Utilizing the Office of Graduate Medical Education (GME) allows all residents to be trained in SBIRT techniques and receive continuing education in SBIRT and SBIRT-related topics through new resident orientation and the core lecture series. The utilization of Graduate Medical Education office has allowed a robust SBIRT training program to be implemented into medical residency education, contributing to the sustainability of SBIRT as a component of patient care. (Contains 1 figure and 1 table.) References: Number: 8 Peer Reviewed: Yes SUBJECT(S) Descriptor: Evidence Graduate Medical Education Substance Abuse Intervention Continuing Education Patients Referral Screening Tests Graduate Students Medical Students Identifier: District of Columbia; District of Columbia Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Tilling the Soil while Sowing the Seeds: Combining Resident Education with Medical Home Transformation John Muench; Kelly Jarvis; Josh Boverman; Joseph Hardman; Meg Hayes; Jim Winkle 2012 English Article (EJ) 4 Substance Abuse, v33 n3 p282-285 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals In order to successfully integrate screening, brief intervention, and referral to treatment (SBIRT) into primary care, education of clinicians must be paired with sustainable transformation of the clinical settings in which they practice. The SBIRT Oregon project adopted this strategy in an effort to fully integrate SBIRT into 7 primary care residency clinics.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ971258 Author(s): Muench, John ; Jarvis, Kelly ; Boverman, Josh ; Hardman, Joseph ; Hayes, Meg ; Winkle, Jim Title: Tilling the Soil while Sowing the Seeds: Combining Resident Education with Medical Home Transformation Source: Substance Abuse v33 n3 p282-285 2012 (4 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.640088 Standard No: ISSN: 0889-7077 Language: English Abstract: In order to successfully integrate screening, brief intervention, and referral to treatment (SBIRT) into primary care, education of clinicians must be paired with sustainable transformation of the clinical settings in which they practice. The SBIRT Oregon project adopted this strategy in an effort to fully integrate SBIRT into 7 primary care residency clinics. Residents were trained to assess and intervene in their patients' unhealthy substance use, whereas clinic staff personnel were trained to carry out a multistep screening process. Electronic medical record tools were created to further integrate and track SBIRT processes. This article describes how a resident training curriculum complemented and was informed by the transformation of workflow processes within the residents' home clinics. (Contains 2 tables.) References: Number: 4 Peer Reviewed: Yes SUBJECT(S) Descriptor: Patients Clinics Medical Education Graduate Students Medical Students Intervention Referral Screening Tests Substance Abuse Records (Forms) Medical Evaluation Graduate Medical Education Primary Health Care Medical Services Access to Health Care Identifier: Oregon; Oregon Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Baylor SBIRT Medical Residency Training Program: Model Description and Initial Evaluation James H Bray; Alicia Kowalchuk; Vicki Waters; Larry Laufman; Elizabeth H Shilling 2012 English Article (EJ) 10 Substance Abuse, v33 n3 p231-240 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals The Baylor College of Medicine SBIRT Medical Residency Training Program is a multilevel project that trains residents and faculty in evidenced-based screening, brief intervention, and referral to treatment (SBIRT) methods for alcohol and substance use problems. This paper describes the training program and provides initial evaluation after the first year of the project.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ971264 Author(s): Bray, James H. ; Kowalchuk, Alicia ; Waters, Vicki ; Laufman, Larry ; Shilling, Elizabeth H. Title: Baylor SBIRT Medical Residency Training Program: Model Description and Initial Evaluation Source: Substance Abuse v33 n3 p231-240 2012 (10 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.640160 Standard No: ISSN: 0889-7077 Language: English Abstract: The Baylor College of Medicine SBIRT Medical Residency Training Program is a multilevel project that trains residents and faculty in evidenced-based screening, brief intervention, and referral to treatment (SBIRT) methods for alcohol and substance use problems. This paper describes the training program and provides initial evaluation after the first year of the project. The program was successfully incorporated into the residency curricula in family medicine, internal medicine, and psychiatry. Initial evaluations indicate a high degree of satisfaction with the program and, despite a slight decrease in satisfaction scores, participants remained satisfied with the program after 30 days. Implementation barriers, solutions, and future directions of the program are discussed. (Contains 1 figure and 4 tables.) References: Number: 26 Peer Reviewed: Yes SUBJECT(S) Descriptor: Graduate Medical Education Psychiatry Internal Medicine Family Practice (Medicine) Drug Abuse Rehabilitation Intervention Screening Tests Alcohol Abuse Substance Abuse Program Effectiveness Referral Physicians Identifier: Texas; Texas Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- A SBIRT Curriculum for Medical Residents: Development of a Performance Feedback Tool to Build Learner Confidence Jennifer E Hettema; Neda Ratanawongsa; Jennifer K Manuel; Daniel Ciccarone; Diana Coffa; Sharad Jain; Paula J Lum 2012 English Article (EJ) 10 Substance Abuse, v33 n3 p241-250 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals A major barrier to actualizing the public health impact potential of screening, brief intervention, and referral to treatment (SBIRT) is the suboptimal development and implementation of evidence-based training curricula for healthcare providers. As part of a federal grant to develop and implement SBIRT training in medical residency programs, the authors assessed 95 internal medicine residents before they received SBIRT training to identify self-reported characteristics and behaviors that would inform curriculum development.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ971263 Author(s): Hettema, Jennifer E. ; Ratanawongsa, Neda ; Manuel, Jennifer K. ; Ciccarone, Daniel ; Coffa, Diana ; Jain, Sharad ; Lum, Paula J. Title: A SBIRT Curriculum for Medical Residents: Development of a Performance Feedback Tool to Build Learner Confidence Source: Substance Abuse v33 n3 p241-250 2012 (10 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.640172 Standard No: ISSN: 0889-7077 Language: English Abstract: A major barrier to actualizing the public health impact potential of screening, brief intervention, and referral to treatment (SBIRT) is the suboptimal development and implementation of evidence-based training curricula for healthcare providers. As part of a federal grant to develop and implement SBIRT training in medical residency programs, the authors assessed 95 internal medicine residents before they received SBIRT training to identify self-reported characteristics and behaviors that would inform curriculum development. Residents' confidence in their SBIRT skills significantly predicted SBIRT practice. Lack of experience dealing with alcohol or drug problems and discomfort in dealing with these issues were significantly associated with low confidence. To target these barriers, the authors revised their SBIRT curriculum to increase residents' confidence in their skills and developed an innovative SBIRT Proficiency Checklist and Feedback Protocol for skills practice observations. Qualitative feedback suggests that, despite the discomfort residents experience in being observed, a proficiency checklist and feedback protocol appear to boost learner confidence. (Contains 3 tables.) References: Number: 24 Peer Reviewed: Yes SUBJECT(S) Descriptor: Evidence Feedback (Response) Check Lists Curriculum Development Graduate Medical Education Federal Aid Physicians Public Health Internal Medicine Graduate Students Medical Students Intervention Screening Tests Referral Drug Abuse Alcohol Abuse Substance Abuse Patients Surveys Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Web-Based SBIRT Skills Training for Health Professional Students and Primary Care Providers T Bradley Tanner; Susan E Wilhelm; Karen M Rossie; Mary P Metcalf 2012 English Article (EJ) 5 Substance Abuse, v33 n3 p316-320 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals The authors have developed and assessed 2 innovative, case-based, interactive training programs on substance abuse, one for health professional students on alcohol and one for primary care providers on screening, brief intervention, and referral to treatment (SBIRT). Both programs build skills in substance abuse SBIRT. Real-world effectiveness trials involving medical students (n = 10) and nursing students (n = 60) were completed; trials involving primary care providers (n = 65) are in progress during 2011.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ971262 Author(s): Tanner, T. Bradley ; Wilhelm, Susan E. ; Rossie, Karen M. ; Metcalf, Mary P. Title: Web-Based SBIRT Skills Training for Health Professional Students and Primary Care Providers Source: Substance Abuse v33 n3 p316-320 2012 (5 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.640151 Standard No: ISSN: 0889-7077 Language: English Abstract: The authors have developed and assessed 2 innovative, case-based, interactive training programs on substance abuse, one for health professional students on alcohol and one for primary care providers on screening, brief intervention, and referral to treatment (SBIRT). Both programs build skills in substance abuse SBIRT. Real-world effectiveness trials involving medical students (n = 10) and nursing students (n = 60) were completed; trials involving primary care providers (n = 65) are in progress during 2011. Medical students and nursing students had similarly low baseline scores on assessments that benefited from training: knowledge, confidence, and clinical performance measured via an online standardized patient case and encounter note all improved post-training. Preliminary results indicate that practicing providers improved on knowledge, attitude, and brief intervention skill performance after a similar training. Results suggest that SBIRT skills can be improved with this model for case-based interactive training programs, and thus, that this training has the potential to impact patient outcomes. (Contains 3 tables.) References: Number: 6 Peer Reviewed: Yes SUBJECT(S) Descriptor: Nursing Students Medical Students Substance Abuse Intervention Program Effectiveness Instructional Innovation Referral Scores Internet Case Method (Teaching Technique) Screening Tests Identification Nursing Education Medical Education Patients Outcomes of Treatment Self Efficacy Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- An Anthropologist Bridges Two Worlds Christopher Shea 2009 English Article (EJ) 1 Chronicle of Higher Education, v55 n39 pB6 Jun 2009 Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: circulation@chronicle.com; Web site: http://chronicle.com/ Philippe Bourgois, who has spent his career studying some of America's roughest neighborhoods and subcultures, got an unusually harsh welcome to his new hometown: Last May, during a trip to North Philly to make contact with some drug dealers, he got caught up in a police raid. The arrest was Bourgois's first, though hardly his first brush with risk.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 3378 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1-10,13-; 1966/1967-; 1988- External Resources: Cite This Item Accession No: EJ847219 Author(s): Shea, Christopher Title: An Anthropologist Bridges Two Worlds Source: Chronicle of Higher Education v55 n39 pB6 Jun 2009 (1 pages) Additional Info: Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: circulation@chronicle.com; Web site: http://chronicle.com/; http://chronicle.com/ Standard No: ISSN: 0009-5982 Language: English Abstract: Philippe Bourgois, who has spent his career studying some of America's roughest neighborhoods and subcultures, got an unusually harsh welcome to his new hometown: Last May, during a trip to North Philly to make contact with some drug dealers, he got caught up in a police raid. The arrest was Bourgois's first, though hardly his first brush with risk. In his 1995 book, "In Search of Respect: Selling Crack in El Barrio," he recounts how one drug kingpin reacted after a newspaper article drew attention to Bourgois's fieldwork with dealers. The University of California Press has just published "Righteous Dopefiend," Bourgois's long-awaited follow-up to his first book. It's an ethnographic work based on more than a decade of studying homeless heroin addicts in San Francisco. Some of his findings, which have trickled out in journal articles and lectures, have already helped change how some doctors in the Bay City treat the most-destitute addicts. Bourgois arrived at the University of Pennsylvania two years ago from the University of California at San Francisco, hired into a special program devised by Penn's president, Amy Gutmann, to expand the university's interdisciplinary offerings. His appointment bridges the anthropology department and the medical school, and part of his mandate is to make sure that medical professors and students don't get so wrapped up in the biochemistry of disease and addiction that they forget about its social context. He also advises M.D./Ph.D. candidates with an interest in social science. Having an interdisciplinary perspective, in a sense, means one serves different masters, and that is unusually evident in Bourgois's case. On the one hand, he is a cultural anthropologist in the humanistic, participant-observer tradition. He can emit at will great clouds of jargon that draw on the writings of Michel Foucault and Pierre Bourdieu. But he also produces concrete recommendations about treating drug abuse and limiting the spread of blood-borne diseases, which is why the National Institutes of Health has long financed his work. SUBJECT(S) Descriptor: Subcultures Special Programs Interdisciplinary Approach Unified Studies Curriculum Substance Abuse Medical Education Health Education Disadvantaged Environment Change Agents Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2009; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015) Mafalda Ed Carmo 2015 English Document (ED) 665 ISBN: 978-989-99389-2-2 We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts.... Availability: Search the Mirlyn catalog at the University of Michigan Accession No: ED578161 Title: END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015) Access ERIC: FullText Author(s): Carmo, Mafalda, Ed. Corp Author(s): World Institute for Advanced Research and Science (WIARS) (Portugal) Publication: 2015-06-00 Source: Online Submission ISSN: EISSN- Description: 665 p. Language: English Standard No: ISBN: 978-989-99389-2-2 Abstract: We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.) Peer Reviewed: Yes SUBJECT(S) Descriptor: Foreign Countries Educational Development Educational Change Educational Trends Trend Analysis Culturally Relevant Education Learner Engagement Competence Simulation Legal Education (Professions) Problem Solving Teacher Education Educational Improvement Phonics Reading Instruction Reading Achievement Elementary School Students Grade 1 Language Maintenance Second Language Learning Ethical Instruction Decision Making Values Social Networks Social Media Addictive Behavior Active Learning Biology Learning Experience Language Planning Higher Education Educational Practices Scoring Rubrics Course Evaluation Technology Education Peer Evaluation Gender Differences Educational Assessment Student Evaluation Computer Assisted Testing College Students Knowledge Level Social Bias Interprofessional Relationship Interpersonal Relationship Teacher Education Programs School Administration Public Education Fathers Employment Potential Best Practices Scientific Research Adult Learning Professional Development Multilingualism Second Language Instruction English (Second Language) Science Education Educational Theories Theory Practice Relationship Cultural Awareness Electronic Learning Chinese Technology Uses in Education Blended Learning Online Courses Educational Innovation Computer Mediated Communication Clubs Adult Education Informal Education Health Education Educational Games Entrepreneurship Values Education Student Attrition Visual Impairments Autism Pervasive Developmental Disorders Educational Quality Peace Cooperative Learning Medical Education Inclusion International Relations Conflict Multicultural Education Gardening Art Education Drama Risk Assessment Nursing Students At Risk Students Lecture Method Case Studies Early Childhood Education Athletics Pedagogical Content Knowledge Scientific Principles Death Picture Books Kindergarten Emotional Development Writing Instruction Statistics French Computer Science Education Computer Oriented Programs Disabilities Work Environment Cultural Capital Education Work Relationship Money Management Social Justice Refugees Immigrants Aesthetics Films Lifelong Learning Scientific Concepts Misconceptions Teacher Attitudes Psychological Patterns Extracurricular Activities Computer Simulation Motivation Early Intervention Reading Difficulties Family Influence Reading Comprehension Dyslexia Response to Intervention Service Learning International Cooperation Scholarship Socioeconomic Status Readiness Scientific Attitudes Chemistry Science Process Skills Critical Thinking Trust (Psychology) Web 2.0 Technologies Earth Science Governance Mental Disorders Identifier: United States; Hungary; Canada; Kazakhstan; Colombia; Malaysia; Maldives; Japan; Portugal; Europe; Ukraine; Denmark; United Arab Emirates; South Africa; Norway; China; Mexico; Cyprus; Hong Kong; Germany Note(s): Education Level: Higher Education Document Type: Document (ED) Publication Type: Collected Works - Proceedings Date of Entry: 2017; APR2018 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Parental Education and High School Completion in the Urban Informal Settlements in Kenya Benta A Abuya; Patricia Elungata; Maurice Mutisya; Caroline W Kabiru 2017 English Article (EJ) 13 Cogent Education, v4 n1 Article 1369489 2017 Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals A well-established empirical association exists between family background and children's educational attainment. Studies have shown the importance of parental education for not just children's educational outcomes but also other behavioral, and health outcomes. In this paper, data collected by African Population and Health Research Center in 2012 across Nairobi's slums are fitted to a logistic regression to estimate the likelihood of secondary school completion.... Availability: Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ1168414 Author(s): Abuya, Benta A. ; Elungata, Patricia ; Mutisya, Maurice ; Kabiru, Caroline W. Title: Parental Education and High School Completion in the Urban Informal Settlements in Kenya Source: Cogent Education v4 n1 Article 1369489 2017 (13 pages) Additional Info: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/2331186X.2017.1369489 Standard No: ISSN: EISSN-2331-186X Language: English Abstract: A well-established empirical association exists between family background and children's educational attainment. Studies have shown the importance of parental education for not just children's educational outcomes but also other behavioral, and health outcomes. In this paper, data collected by African Population and Health Research Center in 2012 across Nairobi's slums are fitted to a logistic regression to estimate the likelihood of secondary school completion. Even after controlling for influential covariates such as socioeconomic status; parental survivorship; slum area of residence and duration of stay; marital status; and substance abuse the effect of parental education on secondary school completion persists. Among female adolescents compared to male adolescents, parental presence, drug abuse, and migration into the slum compared to birth in the slum were associated with lower school completion. Overall, the study confirms the importance of parental education for adolescent secondary school completion but extends its effects beyond that reported in the literature on SSA, which is that mother's and father's education affect the acquisition of literacy and numeracy, math achievement, age for grade, and cognitive development. References: Number: 38 Peer Reviewed: Yes SUBJECT(S) Descriptor: Foreign Countries Parent Background High School Graduates Graduation Rate Urban Population Educational Attainment Regression (Statistics) Socioeconomic Status Marital Status Substance Abuse Gender Differences College Bound Students Achievement Need Predictor Variables Performance Factors Identifier: Kenya Note(s): Education Level: High Schools Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2018; APR2018 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Effects of Training on Social Work, Nursing and Medical Trainees' Knowledge, Attitudes and Beliefs Related to Screening and Brief Intervention for Alcohol Use Joan M Carlson; Rhonda Schwindt; J Agley; R A Gassman; J Vannerson; D Crapp 2017 English Article (EJ) 22 Journal of Alcohol and Drug Education, v61 n1 p14-35 Apr 2017 American Alcohol and Drug Information Foundation. P.O. Box 10212, Lansing, MI 48901. Tel: 517-484-1770; Fax: 517-487-2474; e-mail: jadejournal@earthlink.net; Web site: http://www.jadejournal.com Indiana University's Schools of Social Work, Nursing and Medicine formed a consortium to advance education for Screening Brief Intervention and Referral to Treatment (SBIRT). Trainees participated in SBIRT training and completed data collection before, immediately after, and 30 days after a face-to-face training. The study explored participants' perceptions about the training and the likelihood of implementing SBI in practice, including attitudes and beliefs that may be predictive of SBIRT utilization in clinical practice.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1550 University of Michigan Library INDEPENDENT U-M LIBRARIES Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1993-; 17-57; 1971/1972-2013; 58-; 2014- External Resources: Cite This Item Accession No: EJ1142109 Author(s): Carlson, Joan M. ; Schwindt, Rhonda ; Agley, J. ; Gassman, R. A. ; Vannerson, J. ; Crapp, D. Title: Effects of Training on Social Work, Nursing and Medical Trainees' Knowledge, Attitudes and Beliefs Related to Screening and Brief Intervention for Alcohol Use Source: Journal of Alcohol and Drug Education v61 n1 p14-35 Apr 2017 (22 pages) Additional Info: American Alcohol and Drug Information Foundation. P.O. Box 10212, Lansing, MI 48901. Tel: 517-484-1770; Fax: 517-487-2474; e-mail: jadejournal@earthlink.net; Web site: http://www.jadejournal.com; http://www.jadejournal.com/journal-abstracts.aspx Standard No: ISSN: 0090-1482 Language: English Abstract: Indiana University's Schools of Social Work, Nursing and Medicine formed a consortium to advance education for Screening Brief Intervention and Referral to Treatment (SBIRT). Trainees participated in SBIRT training and completed data collection before, immediately after, and 30 days after a face-to-face training. The study explored participants' perceptions about the training and the likelihood of implementing SBI in practice, including attitudes and beliefs that may be predictive of SBIRT utilization in clinical practice. Results show the training targeting SBI and MI behaviors may improve participants' self-reported competence with SBI. This improvement was consistent and strong in all programs. The study results also provided a preliminary indication that the training affected participants' perception of time utilization and compensation for performing SBI. References: Number: 46 Peer Reviewed: Yes SUBJECT(S) Descriptor: Training Social Work Nurses Drinking Medical Students Medical Education Intervention Physicians Caseworkers Statistical Analysis Surveys Pretests Posttests Nursing Substance Abuse Alcohol Abuse Screening Tests Attitudes Beliefs Identifier: Indiana (Indianapolis) Note(s): Associated Inst: Substance Abuse and Mental Health Services Administration (DHHS/PHS); Education Level: Higher Education; Postsecondary Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2017; APR2018 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015) Mafalda Ed Carmo 2015 English Document (ED) 665 ISBN: 978-989-99389-2-2 We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts.... Availability: Search the Mirlyn catalog at the University of Michigan Accession No: ED578161 Title: END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015) Access ERIC: FullText Author(s): Carmo, Mafalda, Ed. Corp Author(s): World Institute for Advanced Research and Science (WIARS) (Portugal) Publication: 2015-06-00 Source: Online Submission ISSN: EISSN- Description: 665 p. Language: English Standard No: ISBN: 978-989-99389-2-2 Abstract: We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.) Peer Reviewed: Yes SUBJECT(S) Descriptor: Foreign Countries Educational Development Educational Change Educational Trends Trend Analysis Culturally Relevant Education Learner Engagement Competence Simulation Legal Education (Professions) Problem Solving Teacher Education Educational Improvement Phonics Reading Instruction Reading Achievement Elementary School Students Grade 1 Language Maintenance Second Language Learning Ethical Instruction Decision Making Values Social Networks Social Media Addictive Behavior Active Learning Biology Learning Experience Language Planning Higher Education Educational Practices Scoring Rubrics Course Evaluation Technology Education Peer Evaluation Gender Differences Educational Assessment Student Evaluation Computer Assisted Testing College Students Knowledge Level Social Bias Interprofessional Relationship Interpersonal Relationship Teacher Education Programs School Administration Public Education Fathers Employment Potential Best Practices Scientific Research Adult Learning Professional Development Multilingualism Second Language Instruction English (Second Language) Science Education Educational Theories Theory Practice Relationship Cultural Awareness Electronic Learning Chinese Technology Uses in Education Blended Learning Online Courses Educational Innovation Computer Mediated Communication Clubs Adult Education Informal Education Health Education Educational Games Entrepreneurship Values Education Student Attrition Visual Impairments Autism Pervasive Developmental Disorders Educational Quality Peace Cooperative Learning Medical Education Inclusion International Relations Conflict Multicultural Education Gardening Art Education Drama Risk Assessment Nursing Students At Risk Students Lecture Method Case Studies Early Childhood Education Athletics Pedagogical Content Knowledge Scientific Principles Death Picture Books Kindergarten Emotional Development Writing Instruction Statistics French Computer Science Education Computer Oriented Programs Disabilities Work Environment Cultural Capital Education Work Relationship Money Management Social Justice Refugees Immigrants Aesthetics Films Lifelong Learning Scientific Concepts Misconceptions Teacher Attitudes Psychological Patterns Extracurricular Activities Computer Simulation Motivation Early Intervention Reading Difficulties Family Influence Reading Comprehension Dyslexia Response to Intervention Service Learning International Cooperation Scholarship Socioeconomic Status Readiness Scientific Attitudes Chemistry Science Process Skills Critical Thinking Trust (Psychology) Web 2.0 Technologies Earth Science Governance Mental Disorders Identifier: United States; Hungary; Canada; Kazakhstan; Colombia; Malaysia; Maldives; Japan; Portugal; Europe; Ukraine; Denmark; United Arab Emirates; South Africa; Norway; China; Mexico; Cyprus; Hong Kong; Germany Note(s): Education Level: Higher Education Document Type: Document (ED) Publication Type: Collected Works - Proceedings Date of Entry: 2017; APR2018 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015) Mafalda Ed Carmo 2015 English Document (ED) 665 ISBN: 978-989-99389-2-2 We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts.... Availability: Search the Mirlyn catalog at the University of Michigan Accession No: ED578161 Title: END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015) Access ERIC: FullText Author(s): Carmo, Mafalda, Ed. Corp Author(s): World Institute for Advanced Research and Science (WIARS) (Portugal) Publication: 2015-06-00 Source: Online Submission ISSN: EISSN- Description: 665 p. Language: English Standard No: ISBN: 978-989-99389-2-2 Abstract: We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.) Peer Reviewed: Yes SUBJECT(S) Descriptor: Foreign Countries Educational Development Educational Change Educational Trends Trend Analysis Culturally Relevant Education Learner Engagement Competence Simulation Legal Education (Professions) Problem Solving Teacher Education Educational Improvement Phonics Reading Instruction Reading Achievement Elementary School Students Grade 1 Language Maintenance Second Language Learning Ethical Instruction Decision Making Values Social Networks Social Media Addictive Behavior Active Learning Biology Learning Experience Language Planning Higher Education Educational Practices Scoring Rubrics Course Evaluation Technology Education Peer Evaluation Gender Differences Educational Assessment Student Evaluation Computer Assisted Testing College Students Knowledge Level Social Bias Interprofessional Relationship Interpersonal Relationship Teacher Education Programs School Administration Public Education Fathers Employment Potential Best Practices Scientific Research Adult Learning Professional Development Multilingualism Second Language Instruction English (Second Language) Science Education Educational Theories Theory Practice Relationship Cultural Awareness Electronic Learning Chinese Technology Uses in Education Blended Learning Online Courses Educational Innovation Computer Mediated Communication Clubs Adult Education Informal Education Health Education Educational Games Entrepreneurship Values Education Student Attrition Visual Impairments Autism Pervasive Developmental Disorders Educational Quality Peace Cooperative Learning Medical Education Inclusion International Relations Conflict Multicultural Education Gardening Art Education Drama Risk Assessment Nursing Students At Risk Students Lecture Method Case Studies Early Childhood Education Athletics Pedagogical Content Knowledge Scientific Principles Death Picture Books Kindergarten Emotional Development Writing Instruction Statistics French Computer Science Education Computer Oriented Programs Disabilities Work Environment Cultural Capital Education Work Relationship Money Management Social Justice Refugees Immigrants Aesthetics Films Lifelong Learning Scientific Concepts Misconceptions Teacher Attitudes Psychological Patterns Extracurricular Activities Computer Simulation Motivation Early Intervention Reading Difficulties Family Influence Reading Comprehension Dyslexia Response to Intervention Service Learning International Cooperation Scholarship Socioeconomic Status Readiness Scientific Attitudes Chemistry Science Process Skills Critical Thinking Trust (Psychology) Web 2.0 Technologies Earth Science Governance Mental Disorders Identifier: United States; Hungary; Canada; Kazakhstan; Colombia; Malaysia; Maldives; Japan; Portugal; Europe; Ukraine; Denmark; United Arab Emirates; South Africa; Norway; China; Mexico; Cyprus; Hong Kong; Germany Note(s): Education Level: Higher Education Document Type: Document (ED) Publication Type: Collected Works - Proceedings Date of Entry: 2017; APR2018 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015) Mafalda Ed Carmo 2015 English Document (ED) 665 ISBN: 978-989-99389-2-2 We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts.... Availability: Search the Mirlyn catalog at the University of Michigan Accession No: ED578161 Title: END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015) Access ERIC: FullText Author(s): Carmo, Mafalda, Ed. Corp Author(s): World Institute for Advanced Research and Science (WIARS) (Portugal) Publication: 2015-06-00 Source: Online Submission ISSN: EISSN- Description: 665 p. Language: English Standard No: ISBN: 978-989-99389-2-2 Abstract: We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.) Peer Reviewed: Yes SUBJECT(S) Descriptor: Foreign Countries Educational Development Educational Change Educational Trends Trend Analysis Culturally Relevant Education Learner Engagement Competence Simulation Legal Education (Professions) Problem Solving Teacher Education Educational Improvement Phonics Reading Instruction Reading Achievement Elementary School Students Grade 1 Language Maintenance Second Language Learning Ethical Instruction Decision Making Values Social Networks Social Media Addictive Behavior Active Learning Biology Learning Experience Language Planning Higher Education Educational Practices Scoring Rubrics Course Evaluation Technology Education Peer Evaluation Gender Differences Educational Assessment Student Evaluation Computer Assisted Testing College Students Knowledge Level Social Bias Interprofessional Relationship Interpersonal Relationship Teacher Education Programs School Administration Public Education Fathers Employment Potential Best Practices Scientific Research Adult Learning Professional Development Multilingualism Second Language Instruction English (Second Language) Science Education Educational Theories Theory Practice Relationship Cultural Awareness Electronic Learning Chinese Technology Uses in Education Blended Learning Online Courses Educational Innovation Computer Mediated Communication Clubs Adult Education Informal Education Health Education Educational Games Entrepreneurship Values Education Student Attrition Visual Impairments Autism Pervasive Developmental Disorders Educational Quality Peace Cooperative Learning Medical Education Inclusion International Relations Conflict Multicultural Education Gardening Art Education Drama Risk Assessment Nursing Students At Risk Students Lecture Method Case Studies Early Childhood Education Athletics Pedagogical Content Knowledge Scientific Principles Death Picture Books Kindergarten Emotional Development Writing Instruction Statistics French Computer Science Education Computer Oriented Programs Disabilities Work Environment Cultural Capital Education Work Relationship Money Management Social Justice Refugees Immigrants Aesthetics Films Lifelong Learning Scientific Concepts Misconceptions Teacher Attitudes Psychological Patterns Extracurricular Activities Computer Simulation Motivation Early Intervention Reading Difficulties Family Influence Reading Comprehension Dyslexia Response to Intervention Service Learning International Cooperation Scholarship Socioeconomic Status Readiness Scientific Attitudes Chemistry Science Process Skills Critical Thinking Trust (Psychology) Web 2.0 Technologies Earth Science Governance Mental Disorders Identifier: United States; Hungary; Canada; Kazakhstan; Colombia; Malaysia; Maldives; Japan; Portugal; Europe; Ukraine; Denmark; United Arab Emirates; South Africa; Norway; China; Mexico; Cyprus; Hong Kong; Germany Note(s): Education Level: Higher Education Document Type: Document (ED) Publication Type: Collected Works - Proceedings Date of Entry: 2017; APR2018 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Motivational Enhancement Therapy to Increase Resident Physician Engagement in Substance Abuse Education Jennifer E Hettema; James L Sorensen; Manelisa Uy; Sharad Jain 2009 English Article (EJ) 4 Substance Abuse, v30 n3 p244-247 2009 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Rates of screening, brief intervention, and referral to treatment (SBIRT) for alcohol and drug use by physicians remain low, despite evidence of efficacy. Motivational enhancement therapy (MET) may be a promising means to help physicians resolve ambivalence about intervening with alcohol and drug users and take advantage of educational opportunities.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ857113 Author(s): Hettema, Jennifer E. ; Sorensen, James L. ; Uy, Manelisa ; Jain, Sharad Title: Motivational Enhancement Therapy to Increase Resident Physician Engagement in Substance Abuse Education Source: Substance Abuse v30 n3 p244-247 2009 (4 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08897070903041210 Standard No: ISSN: 0889-7077 Language: English Abstract: Rates of screening, brief intervention, and referral to treatment (SBIRT) for alcohol and drug use by physicians remain low, despite evidence of efficacy. Motivational enhancement therapy (MET) may be a promising means to help physicians resolve ambivalence about intervening with alcohol and drug users and take advantage of educational opportunities. In the present study, 9 internal medicine residents received brief MET prior to standard education in SBIRT. Residents' self-reported SBIRT attitudes and behaviors were measured before the intervention and at a 5-week follow-up point. Changes in SBIRT attitudes and behaviors all occurred in the expected direction, although, due to the small sample size, none reached statistical significance. Results suggest that MET may enhance educational opportunities and lead to changes in SBIRT behavior. References: Number: 8 Peer Reviewed: Yes SUBJECT(S) Descriptor: Substance Abuse Intervention Physicians Drug Use Internal Medicine Statistical Significance Educational Opportunities Therapy Referral Screening Tests Alcohol Abuse Motivation Techniques Measures (Individuals) Attitude Change Attitude Measures Behavior Change Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2009; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The Interface between Substance Abuse and Chronic Pain Management in Primary Care: A Curriculum for Medical Residents Erik W Gunderson; Phillip O Coffin; Nancy Chang; Soteri Polydorou; Frances R Levin 2009 English Article (EJ) 8 Substance Abuse, v30 n3 p253-260 2009 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Objectives: To develop and assess a housestaff curriculum on opioid and other substance abuse among patients with chronic noncancer pain (CNCP). Methods: The two-hour, case-based curriculum delivered to small groups of medical housestaff sought to improve assessment and management of opioid-treated CNCP patients, including those with a substance use disorder.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ857104 Author(s): Gunderson, Erik W. ; Coffin, Phillip O. ; Chang, Nancy ; Polydorou, Soteri ; Levin, Frances R. Title: The Interface between Substance Abuse and Chronic Pain Management in Primary Care: A Curriculum for Medical Residents Source: Substance Abuse v30 n3 p253-260 2009 (8 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08897070903041277 Standard No: ISSN: 0889-7077 Language: English Abstract: Objectives: To develop and assess a housestaff curriculum on opioid and other substance abuse among patients with chronic noncancer pain (CNCP). Methods: The two-hour, case-based curriculum delivered to small groups of medical housestaff sought to improve assessment and management of opioid-treated CNCP patients, including those with a substance use disorder. A two-page pre-post survey was administered to assess self-efficacy change on a scale from 1 (strongly disagree) to 5 (strongly agree). Results: Of 47/50 (94%) respondents, self-efficacy significantly improved across all items (mean pre vs. post ratings, P less than 0.001). Housestaff were more prepared to manage patients on chronic opioid medication (2.8 vs. 3.8), including those with substance use disorders (2.3 vs. 3.4). They felt more prepared to identify opioid dependence (2.8 vs. 3.9) and overall rated the curriculum favorably (4.2). Conclusions: The brief curriculum was well received and appears effective. Further study is needed to determine practice impact. (Contains 4 tables and 8 online resources.) References: Number: 31 Peer Reviewed: Yes SUBJECT(S) Descriptor: Pain Self Efficacy Patients Coping Health Services Medical Education Graduate Students Medical Students Student Surveys Drug Therapy Substance Abuse Curriculum Development Chronic Illness Symptoms (Individual Disorders) Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2009; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Psychosocial and Health Aspects of Drug Use by Students in Public Secondary Schools in Nairobi, Kenya David M Ndetei; Lincoln I Khasakhala; Victoria Mutiso; Francisca A Ongecha-Owuor; Donald A Kokonya 2009 English Article (EJ) 8 Substance Abuse, v30 n1 p61-68 2009 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals The objective of this study was to evaluate the influence of family, psychosocial, health, demographic, and behavioral characteristics on regular drug use. All the students of 17 randomly stratified public secondary schools in Nairobi were required to complete self-administered sociodemographic and the Drug Use Screening Inventory-Revised (DUSI-R) questionnaires in a cross-sectional descriptive study.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ857071 Author(s): Ndetei, David M. ; Khasakhala, Lincoln I. ; Mutiso, Victoria ; Ongecha-Owuor, Francisca A. ; Kokonya, Donald A. Title: Psychosocial and Health Aspects of Drug Use by Students in Public Secondary Schools in Nairobi, Kenya Source: Substance Abuse v30 n1 p61-68 2009 (8 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/08897070802606410 Standard No: ISSN: 0889-7077 Language: English Abstract: The objective of this study was to evaluate the influence of family, psychosocial, health, demographic, and behavioral characteristics on regular drug use. All the students of 17 randomly stratified public secondary schools in Nairobi were required to complete self-administered sociodemographic and the Drug Use Screening Inventory-Revised (DUSI-R) questionnaires in a cross-sectional descriptive study. All the 1328 students, of whom 58.9% were male, responded to all the questions, giving a response rate of 100%. The mean age of the respondents was 16 years and 78.1% were in boarding school. One third (33.9%) scored positively for substance abuse. Significant correlations were found between several domains of substance abuse and school, class, mode of school attendance, age, and gender. Students abusing drugs have multiple comorbidity of medical, psychological, and social pathologies. There are evidence-based intervention entry points for drug abuse that go beyond mere impartation on knowledge about the harmful effects of drugs. (Contains 3 tables.) References: Number: 11 Peer Reviewed: Yes SUBJECT(S) Descriptor: Secondary School Students Boarding Schools Attendance Drug Abuse Drug Use Foreign Countries Questionnaires Substance Abuse Correlation Age Differences Gender Differences Attendance Patterns Student Characteristics Intervention Family Influence Student Behavior Psychological Patterns Social Influences Mental Health Physical Health Identifier: Kenya; Kenya Note(s): Education Level: Secondary Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2009; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Perceptions of "'Evidence-Based Practice" among the Consumers of Adolescent Substance Use Treatment Sara J Becker; Anthony Spirito; Roshani Vanmali 2016 English Article (EJ) 12 Health Education Journal, v75 n3 p358-369 Apr 2016 SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com Objective: Several national organisations in the USA have recently developed educational materials that encourage substance use disorder treatment consumers to seek out approaches supported by scientific evidence in order to promote the use of "evidence-based practice" (EBP). This study aimed to explore how adolescents (young people aged 12-17?... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 813 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 15-30,32-68; 1957-2009; 1943- External Resources: Cite This Item Accession No: EJ1095323 Author(s): Becker, Sara J. ; Spirito, Anthony ; Vanmali, Roshani Title: Perceptions of "'Evidence-Based Practice" among the Consumers of Adolescent Substance Use Treatment Source: Health Education Journal v75 n3 p358-369 Apr 2016 (12 pages) Additional Info: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com; http://dx.doi.org/10.1177/0017896915581061 Standard No: ISSN: 0017-8969 Language: English Abstract: Objective: Several national organisations in the USA have recently developed educational materials that encourage substance use disorder treatment consumers to seek out approaches supported by scientific evidence in order to promote the use of "evidence-based practice" (EBP). This study aimed to explore how adolescents (young people aged 12-17?years) with substance use disorders and their caregivers perceive, understand and react to the concept of EBP. Methods: Qualitative focus groups and structured interviews were conducted with 29 caregivers and 24 adolescents with substance use disorders in the Northeastern USA. Discussions explored four themes: (a) familiarity with EBP, (b) assumptions about what EBP means, (c) impressions of EBP after reading a common definition and (d) recommended terms to describe EBP in educational materials. Participants' responses were transcribed and qualitatively analysed by two independent coders. Results: Only 2 of the 53 participants had ever heard the term EBP, and only 1 was able to define it correctly. Common assumptions about the term "evidence-based" were that it referred to treatment based on the patient's medical history, legal evidence of substance use or the clinician's prior experience. The misperception that EBP was associated with legal evidence was common among adolescents involved in the justice system. After reading a common definition of EBP, most participants thought that the approach sounded inflexible. Alternative terms the participants recommended to educate potential treatment consumers about EBP included proven, successful, better and therapy that works. Conclusion: Results suggest that future efforts to educate treatment consumers should use the phrase EBP with caution and emphasise the flexibility of the approach. References: Number: 31 Peer Reviewed: Yes SUBJECT(S) Descriptor: Evidence Based Practice Qualitative Research Substance Abuse Adolescents Structured Interviews Familiarity Scientific Research Focus Groups Patients Misconceptions Medical Evaluation Juvenile Justice Counseling Techniques Adolescent Attitudes Parent Attitudes Instructional Materials Definitions Coding Participant Characteristics Identifier: United States (Northeast) Note(s): Associated Inst: National Institute on Drug Abuse (DHHS/PHS); Contract No: K23DA031743 Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2016; APR2018 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Learning as It Relates to Addiction Recovery: A Case Study of the Learning Experiences of Men in a Faith-Based Addiction Recovery Program Thomas J K Voigt 2013 English Document (ED) 131 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml ; ISBN: 978-1-3037-2018-5 This case study is about learning as it relates to addiction recovery within the Men's Ministry (a pseudonym) program at an urban, faith-based mission, hereafter referred to as WCM (an acronym). The program is free and long-term residential. Its purpose is to be a "life transformation ministry for troubled men whose lives are out of control as a result of drugs, alcohol or some other destructive behavior pattern.... Availability: Search the Mirlyn catalog at the University of Michigan Accession No: ED565964 Title: Learning as It Relates to Addiction Recovery: A Case Study of the Learning Experiences of Men in a Faith-Based Addiction Recovery Program Author(s): Voigt, Thomas J. K. Publication: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml; 2013-00-00 Additional Info: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3611362 Source: ProQuest LLC; Ed.D. Dissertation, Northern Illinois University Description: 131 p. Language: English Standard No: ISBN: 978-1-3037-2018-5 Abstract: This case study is about learning as it relates to addiction recovery within the Men's Ministry (a pseudonym) program at an urban, faith-based mission, hereafter referred to as WCM (an acronym). The program is free and long-term residential. Its purpose is to be a "life transformation ministry for troubled men whose lives are out of control as a result of drugs, alcohol or some other destructive behavior pattern.". The study examines the described experiences of 13 WCM residents from the perspectives of two researchers: Cranton and DiClemente. Cranton's work explains change through adult learning, which can be transformative. DiClemente's work describes steps of change of becoming addicted and of recovering from addiction. At my request, the chaplain at WCM selected Men's Ministry residents willing to share their life experiences as part of this study. During three 90-minute interviews based on Seidman's interview model, 13 residents shared their experiences before WCM in the first interview, their experiences at WCM in the second interview, and reflections on the first two interviews in the third interview. The research questions that guided the study were (a)-How did the subjects in this faith-based addiction recovery program describe their own learning? and (b)-What were the subjects' perceptions of changes they experienced while in this faith-based addiction recovery program? Participants' descriptions resulted in four conclusions: Multiple formal activities affected each participant; informal learning occurred throughout the WCM facility; participants' descriptions of changes at WCM resulted in recognition of changes throughout their prior lives; there was no single description by participants of a change, or a motive for change, at WCM. Implications for future research include conducting longitudinal studies of this program's graduates, conducting studies with different participants to compare to this study, analyzing subsets of the data obtained, determining the indicated key programmatic elements, conducting studies about nonfaith-based residential substance addiction recovery programs to compare to this study. Implications for practice include seeking adult educator's advice about including adult learning principles in substance addiction recovery, using adult educators as instructors in substance addiction recovery, and co-ordinating all practice activities with research findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] SUBJECT(S) Descriptor: Case Studies Addictive Behavior Rehabilitation Males Urban Areas Religion Residential Programs Adult Learning Interviews Experience Learning Activities Change Note(s): Education Level: Adult Education Document Type: Document (ED) Publication Type: Dissertations/Theses - Doctoral Dissertations Date of Entry: 2016; APR2018 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Faculty Attitudes toward Addressing Mental Health Conditions and Substance Abuse among College Students Mary L O'Connor-Merrigan 2013 English Document (ED) 172 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml ; ISBN: 978-1-3036-5409-1 The continued prevalence of mental health conditions and substance abuse among students enrolled in institutions of higher education is a significant and progressing concern, with marked impact on retention, academic success, graduation rate, and alarming personal consequences. Yet, many institutions struggle with successfully addressing these concerns.... Availability: Search the Mirlyn catalog at the University of Michigan Accession No: ED564884 Title: Faculty Attitudes toward Addressing Mental Health Conditions and Substance Abuse among College Students Author(s): O'Connor-Merrigan, Mary L. Publication: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml; 2013-00-00 Additional Info: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3607727 Source: ProQuest LLC; Ed.D. Dissertation, University of South Dakota Description: 172 p. Language: English Standard No: ISBN: 978-1-3036-5409-1 Abstract: The continued prevalence of mental health conditions and substance abuse among students enrolled in institutions of higher education is a significant and progressing concern, with marked impact on retention, academic success, graduation rate, and alarming personal consequences. Yet, many institutions struggle with successfully addressing these concerns. Resiliency theory offers a framework through which instructions can transition away from compartmentalization and random policies toward collaboration among the entire campus community to effectively address mental health conditions and substance abuse on campus. This level of collaboration among the entire campus community includes faculty. However, research on the benefits of faculty participation is limited. The purpose of this study was to determine faculty members' perceptions of their knowledge and attitudes toward identifying, approaching, and referring students with mental health conditions and substance abuse to appropriate services; and if perceptions were influenced by faculty's personal characteristics. Data were collected from 339 full-time faculty at a Great Plains university using a modified survey instrument developed by Marion Becker, utilizing a five-point Likert-type scale to examine faculty perceptions. The data (25.9% return rate) were analyzed through the calculations of means and standard deviations, t tests, and one-way analyses of variance (ANOVAs) with a post hoc Tukey's test (p <0.05). The results of the study indicated a wide range of faculty attitudes and perceptions. Faculty (91.0%) agreed they can play a significant role in supporting students with mental health conditions and substance abuse. Faculty (96.0%) also agreed that students can recover and be successful. Faculty's perceptions of their knowledge in identifying specific symptomology were noteworthy yet, faculty were reluctant to directly approach a student and make a referral. Academic discipline strongly influenced faculty perceptions. Faculty in Medicine/Health Science with formal education on mental health conditions and substance abuse perceived themselves as more knowledgeable and comfortable than did faculty without formal education. Therefore, professional development can be tailored toward refining the skills of formally educated faculty and more comprehensively train faculty with less formal education on mental health and substance abuse. Faculty (67.0%) respondents indicated a significant willingness to participate in profession development to enhance knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] SUBJECT(S) Descriptor: Incidence Mental Disorders Substance Abuse College Faculty Teacher Characteristics Academic Achievement School Holding Power Academic Persistence Graduation Rate Resilience (Psychology) Guidelines Teacher Attitudes Teacher Surveys Likert Scales Statistical Analysis Teacher Role Identification Symptoms (Individual Disorders) Referral College Students Teacher Student Relationship Identifier: Tukeys Test; United States (Great Plains States) Note(s): Education Level: Higher Education; Postsecondary Education Document Type: Document (ED) Publication Type: Dissertations/Theses - Doctoral Dissertations Date of Entry: 2016; APR2018 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Service Based Internship Training to Prepare Workers to Support the Recovery of People with Co-Occurring Substance Abuse and Mental Health Disorders Trevor P Crowe; Peter Kelly; James Pepper; Ross McLennan; Frank P Deane; Mark Buckingham 2013 English Article (EJ) 12 International Journal of Mental Health and Addiction, v11 n2 p269-280 Apr 2013 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com A repeated measures design was used to evaluate a 12 month on-site counsellor internship programme aimed at training staff to support the recovery needs of people with co-occurring substance use and mental health disorders. Fifty-four interns completed measures of recovery knowledge, attitudes, confidence/competence, as well as identifying significant learning events.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 978 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 2006- External Resources: Cite This Item Accession No: EJ997638 Author(s): Crowe, Trevor P. ; Kelly, Peter ; Pepper, James ; McLennan, Ross ; Deane, Frank P. ; Buckingham, Mark Title: Service Based Internship Training to Prepare Workers to Support the Recovery of People with Co-Occurring Substance Abuse and Mental Health Disorders Source: International Journal of Mental Health and Addiction v11 n2 p269-280 Apr 2013 (12 pages) Additional Info: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com; http://dx.doi.org/10.1007/s11469-012-9419-9 Standard No: ISSN: 1557-1874 Language: English Abstract: A repeated measures design was used to evaluate a 12 month on-site counsellor internship programme aimed at training staff to support the recovery needs of people with co-occurring substance use and mental health disorders. Fifty-four interns completed measures of recovery knowledge, attitudes, confidence/competence, as well as identifying significant learning events. Statistically significant improvements were found in terms of attitudes and confidence/competence, and only one recovery knowledge factor, "roles of self-definition and peers in recovery". Recovery knowledge at the end of the internship was positively associated with increases in interns' confidence/competence but was not associated with changes in the interns' attitudes. The mentoring, training/feedback and observational elements of the internship programme were highly valued by interns. Competency based learning events were most frequently identified as significant. Strategies to increase self-directed and interpersonally focused learning, and specific personal recovery knowledge in training are discussed. References: Number: 35 Peer Reviewed: Yes SUBJECT(S) Descriptor: Substance Abuse Mental Health Feedback (Response) Mental Disorders Counselor Training Internship Programs Program Evaluation Comorbidity Measures (Individuals) Student Attitudes Correlation Knowledge Level Drug Rehabilitation Therapy Mentors Observation Self Efficacy Competency Based Education Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2013; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Web-Streamed Didactic Instruction on Substance Use Disorders Compares Favorably with Live-Lecture Format Karam-Hage Maher; Kirk J Brower; Patricia B Mullan; Tamara Gay; Larry D Gruppen 2013 English Article (EJ) 6 Academic Psychiatry, v37 n3 p165-170 May 2013 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: Education about substance use disorders in medical schools and, subsequently, physicians' identification of and intervention in these diagnoses lag behind that of most other disabling disorders. To reduce barriers and improve access to education about this major public health concern, medical schools are increasingly adopting web-based instruction on substance use and other psychiatric disorders as part of their curricula; however, it is not well known how a web-streamed lecture compares with a traditional one.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ1007686 Author(s): Maher, Karam-Hage ; Brower, Kirk J. ; Mullan, Patricia B. ; Gay, Tamara ; Gruppen, Larry D. Title: Web-Streamed Didactic Instruction on Substance Use Disorders Compares Favorably with Live-Lecture Format Source: Academic Psychiatry v37 n3 p165-170 May 2013 (6 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.12010001 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: Education about substance use disorders in medical schools and, subsequently, physicians' identification of and intervention in these diagnoses lag behind that of most other disabling disorders. To reduce barriers and improve access to education about this major public health concern, medical schools are increasingly adopting web-based instruction on substance use and other psychiatric disorders as part of their curricula; however, it is not well known how a web-streamed lecture compares with a traditional one. The authors hypothesized that both these formats would be equally efficacious in terms of knowledge acquisition and student satisfaction. Method: Authors conducted a prospective study to test this hypothesis among third-year medical students who received web-streamed lecture on substance use/addiction versus those who received a traditional live lecture. Results: Of the 243 students, significantly more students completed the on-line lecture series. Of the 216 students in the final study sample, 130 (60%) were assigned to the web-streamed lecture and 86 (40%) to the live lecture. Within-subject comparisons of pre- and post-lecture scores for the entire cohort indicated a significant improvement in the percentage of correct answers (21.0% difference). Although no differences in improved scores between the two groups were found, students in the live-lecture group reported small, but significantly higher levels of satisfaction. Conclusions: This preliminary work supports the hypothesis that a web-streamed lecture can be at least equally efficacious as a traditional lecture in terms of knowledge acquisition. However, attention needs to be paid to the lower satisfaction levels associated with using the web-streamed format. (Contains 1 figure and 1 table.) References: Number: 13 Peer Reviewed: Yes SUBJECT(S) Descriptor: Access to Education Public Health Addictive Behavior Internet Web Based Instruction Lecture Method Medical Schools Medical Students Physicians Substance Abuse Teaching Methods Mental Disorders Comparative Analysis Scores Student Attitudes Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2013; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Expanding Urban American Indian Youths' Repertoire of Drug Resistance Skills: Pilot Results from a Culturally Adapted Prevention Program Stephen Kulis; Patricia A Dustman; Eddie F Brown; Marcos Martinez 2013 English Article (EJ) 20 American Indian and Alaska Native Mental Health Research: The Journal of the National Center, v20 n1 p35-54 2013 Centers for American Indian and Alaska Native Health. University of Colorado Health Services Center, P.O. Box 6508, Mail Stop F800, Aurora, CO 80045. Tel: 303-724-1414; Fax: 303-724-1474; Web site: http://www.ucdenver.edu/academics/colleges/PublicHealth/research/centers/CAIANH/journal/Pages/journal.aspx This article examines changes in the drug resistance strategies used by urban American Indian (UAI) middle school students during a pilot test of a substance use prevention curriculum designed specifically for UAI youth, "Living in 2 Worlds" (L2W). L2W teaches four drug resistance strategies (refuse, explain, avoid, leave [R-E-A-L]) in culturally appropriate ways.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1141 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1999- External Resources: Cite This Item Accession No: EJ1005153 Author(s): Kulis, Stephen ; Dustman, Patricia A. ; Brown, Eddie F. ; Martinez, Marcos Title: Expanding Urban American Indian Youths' Repertoire of Drug Resistance Skills: Pilot Results from a Culturally Adapted Prevention Program Access ERIC: FullText Source: American Indian and Alaska Native Mental Health Research: The Journal of the National Center v20 n1 p35-54 2013 (20 pages) Additional Info: Centers for American Indian and Alaska Native Health. University of Colorado Health Services Center, P.O. Box 6508, Mail Stop F800, Aurora, CO 80045. Tel: 303-724-1414; Fax: 303-724-1474; Web site: http://www.ucdenver.edu/academics/colleges/PublicHealth/research/centers/CAIANH/journal/Pages/journal.aspx Standard No: ISSN: 1533-7731 Language: English Abstract: This article examines changes in the drug resistance strategies used by urban American Indian (UAI) middle school students during a pilot test of a substance use prevention curriculum designed specifically for UAI youth, "Living in 2 Worlds" (L2W). L2W teaches four drug resistance strategies (refuse, explain, avoid, leave [R-E-A-L]) in culturally appropriate ways. Data come from 57 UAI students (53% female; mean age = 12.5 years) who participated in L2W during an academic enrichment class for Native youth at two Phoenix schools. Students completed a pre-test questionnaire before the L2W lessons and a post-test 7 months later. Questions assessed the use of R-E-A-L and alternative strategies commonly reported by UAI youth (change the subject, use humor). Tests of mean differences from pre-test to post-test showed significant increases in use of refuse, explain, and leave, and an expanding R-E-A-L repertoire. Use of more passive strategies (avoid, use humor) did not change significantly, except for change the subject, which increased. Changes in the use of strategies did not differ significantly by gender, age, school grades, parental education, or length of urban residence. The L2W curriculum appears effective in teaching culturally relevant communication strategies that expand UAI youths' repertoire of drug resistance skills. (Contains 3 tables.) References: Number: 64 Peer Reviewed: Yes SUBJECT(S) Descriptor: Enrichment Prevention American Indian Students Drug Abuse Humor Communication Strategies Urban American Indians Middle School Students Resistance (Psychology) Culturally Relevant Education Pretests Posttests Program Effectiveness Gender Differences Age Differences Grades (Scholastic) Parents Educational Attainment Place of Residence Identifier: Arizona; Arizona Note(s): Education Level: Middle Schools Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2013; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Does Psychiatry Residency Training Reflect the "Real World" of Psychiatry Practice? A Survey of Residency Graduates Timothy Petersen; Maurizio Fava; Jonathan E Alpert; Sienna Vorono; Kathy M Sanders; David Mischoulon 2007 English Article (EJ) 9 Academic Psychiatry, v31 n4 p281-289 Aug 2007 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: The authors determine whether Massachusetts General Hospital's residency graduates believed their training reflected their current practice activities. Method: The authors surveyed 134 graduates from MGH and MGH-McLean residency classes from 1983 to 2003. Subjects ranked their satisfaction with different components of training on a scale of 1 to 6 and listed areas they wanted emphasized during residency.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ806673 Author(s): Petersen, Timothy ; Fava, Maurizio ; Alpert, Jonathan E. ; Vorono, Sienna ; Sanders, Kathy M. ; Mischoulon, David Title: Does Psychiatry Residency Training Reflect the "Real World" of Psychiatry Practice? A Survey of Residency Graduates Source: Academic Psychiatry v31 n4 p281-289 Aug 2007 (9 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.31.4.281 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: The authors determine whether Massachusetts General Hospital's residency graduates believed their training reflected their current practice activities. Method: The authors surveyed 134 graduates from MGH and MGH-McLean residency classes from 1983 to 2003. Subjects ranked their satisfaction with different components of training on a scale of 1 to 6 and listed areas they wanted emphasized during residency. Results: Sixty-six subjects (49%) returned surveys. Twenty respondents graduated in the 1980s (Cohort 1), 27 in the 1990s (Cohort 2), and 16 in the 2000s (Cohort 3). The most common activities included psychopharmacology, teaching, supervision, research, administration, psychodynamic therapy, and supportive therapy. Least common activities included geriatrics, addiction, and psychoanalysis. Satisfaction with training was high, as was relevance of training. Conclusions: Our graduates from 1983 to 2003 considered residency good preparation for the world of practice and reported that psychopharmacology should be emphasized during training. Respondents expressed a strong desire for continued training in psychodynamic therapy, despite growing emphasis on short-term therapies and biological treatments. Peer Reviewed: Yes SUBJECT(S) Descriptor: Graduates Psychiatry Pharmacology Geriatrics Psychotherapy Teaching Methods Graduate Medical Education Clinical Experience Surveys Educational Attitudes Education Work Relationship Identifier: Massachusetts; Massachusetts Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2008; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Project MAINSTREAM'S First Fellowship Cohort: Pilot Test of a National Dissemination Model to Enhance Substance Abuse Curriculum at Health Professions Schools Richard L Browna; Marianne T Marcus; S Lal; A Straussner; Antonette V Graham; Theresa Madden; Eugene Schoener; Rebecca Henry 2006 English Article (EJ) 15 Health Education Journal, v65 n3 p252-266 2006 SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com Objective: Generalist health professional training on substance abuse prevention is patchy. This study assessed the effects of Project MAINSTREAM, a national interdisciplinary faculty development fellowship program, whose principal objective was to enhance curriculum on basic substance abuse services at health professions training institutions. Five interdisciplinary teams of three health professions' faculty were selected as fellows.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 813 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 15-30,32-68; 1957-2009; 1943- External Resources: Cite This Item Accession No: EJ806480 Author(s): Browna, Richard L. ; Marcus, Marianne T. ; Lal, S. ; Straussner, A. ; Graham, Antonette V. ; Madden, Theresa ; Schoener, Eugene ; Henry, Rebecca Title: Project MAINSTREAM'S First Fellowship Cohort: Pilot Test of a National Dissemination Model to Enhance Substance Abuse Curriculum at Health Professions Schools Source: Health Education Journal v65 n3 p252-266 2006 (15 pages) Additional Info: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com; http://dx.doi.org/10.1177/0017896906067776 Standard No: ISSN: 0017-8969 Language: English Abstract: Objective: Generalist health professional training on substance abuse prevention is patchy. This study assessed the effects of Project MAINSTREAM, a national interdisciplinary faculty development fellowship program, whose principal objective was to enhance curriculum on basic substance abuse services at health professions training institutions. Five interdisciplinary teams of three health professions' faculty were selected as fellows. This study assessed changes in curriculum, training, fellows' knowledge, and fellows' academic productivity in substance abuse. Design: Pre and post-program surveys and interviews were administered. Setting: Fellows were located in five cities in the USA. Method: The two-year, part-time training program featured training meetings, on-site and distance mentoring, and internet-based instructional materials. Principal learning activities consisted of developing independent projects in curriculum enhancement and prevention services delivery. Results: Fellows implemented 45 distinct curricula, providing 19,000 hours of new instruction to over 5000 trainees. Over 80 per cent of the training occurred as required curricular experiences. Fellows' academic accomplishments included five peer-reviewed publications, seven additional submitted papers, 78 presentations, and 23 awards or appointments. Fellows' knowledge increased significantly. Conclusions: Project MAINSTREAM shows promise as a national model for enhancing health professional training on substance abuse. (Contains 4 tables and 1 figure.) References: Number: 17 Peer Reviewed: Yes SUBJECT(S) Descriptor: Health Occupations Substance Abuse Prevention Professional Development Instructional Materials Fellowships School Personnel Faculty Development Teaching Methods Curriculum Models Health Education Program Descriptions Internet Health Services College Faculty Pilot Projects Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2008; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Medical Students' Comfort with Pregnant Women with Substance-Use Disorders: A Randomized Educational Study Brittany Albright; Betty Skipper; Shawne Riley; Peggy Wilhelm; William F Rayburn 2012 English Article (EJ) 4 Academic Psychiatry, v36 n6 p457-460 Nov 2012 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: The study objective was to determine whether medical students' attendance at a rehabilitation residence for pregnant women with substance-use disorders yielded changes in their attitudes and comfort levels in providing care to this population. Methods: This randomized educational trial involved 96 consecutive medical students during their obstetrics and gynecology clerkship.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ999386 Author(s): Albright, Brittany ; Skipper, Betty ; Riley, Shawne ; Wilhelm, Peggy ; Rayburn, William F. Title: Medical Students' Comfort with Pregnant Women with Substance-Use Disorders: A Randomized Educational Study Source: Academic Psychiatry v36 n6 p457-460 Nov 2012 (4 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.11070134 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: The study objective was to determine whether medical students' attendance at a rehabilitation residence for pregnant women with substance-use disorders yielded changes in their attitudes and comfort levels in providing care to this population. Methods: This randomized educational trial involved 96 consecutive medical students during their obstetrics and gynecology clerkship. In addition to attending a half-day prenatal clinic designed for women with substance-use disorders, every student was randomly assigned either to attend (Study group) or not to attend (Control group) a rehabilitation residence for pregnant women with substance-use disorders. The primary objective was to measure differences in responses to a confidential 12-question survey addressing comfort levels and attitudes, at the beginning and end of the clerkship. Results: Survey responses revealed improvements in students' comfort levels and attitudes toward pregnant women with substance-use disorders by attending the clinic alone or the clinic and residence. Those who attended the residence reported becoming more comfortable in talking with patients about adverse effects from substance abuse, more understanding of "street" terms, and stronger belief that patients will disclose their substance use to providers. Residents expressed more openly their hardships and barriers while trying to set therapeutic goals. Conclusions: Medical students became more comfortable and insightful about pregnant women with substance-use disorders after attending a rehabilitation residence in addition to a prenatal clinic dedicated to this population. References: Number: 13 Peer Reviewed: Yes SUBJECT(S) Descriptor: Pregnancy Females Substance Abuse Student Attitudes Control Groups Obstetrics Gynecology Clinics Medical Students Drug Rehabilitation Attitude Change Graduate Medical Education Surveys Patients Barriers Disclosure Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2013; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Evaluation of a Combined Online and in Person Training in the Use of Buprenorphine Erik W Gunderson; Frances R Levin; Herbert D Kleber; David A Fiellin; Lynn E Sullivan 2006 English Article (EJ) 7 Substance Abuse, v27 n3 p39-45 2006 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals To evaluate buprenorphine training methodology, we surveyed physicians who had completed a combined online and in person buprenorphine curriculum. Of 53/70 (76%) survey respondents, 57% were psychiatrists and 40% generalists. On a scale of 1 (very poor) to 7 (superlative), the overall training rated a mean of 5.8. The online course (5.0) rated lower than in person training components (p less than 0.001) except for material that addressed the logistics of office practice.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ942591 Author(s): Gunderson, Erik W. ; Levin, Frances R. ; Kleber, Herbert D. ; Fiellin, David A. ; Sullivan, Lynn E. Title: Evaluation of a Combined Online and in Person Training in the Use of Buprenorphine Source: Substance Abuse v27 n3 p39-45 2006 (7 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1300/J465v27n03_06 Standard No: ISSN: 0889-7077 Language: English Abstract: To evaluate buprenorphine training methodology, we surveyed physicians who had completed a combined online and in person buprenorphine curriculum. Of 53/70 (76%) survey respondents, 57% were psychiatrists and 40% generalists. On a scale of 1 (very poor) to 7 (superlative), the overall training rated a mean of 5.8. The online course (5.0) rated lower than in person training components (p less than 0.001) except for material that addressed the logistics of office practice. The in person patient interview received the highest rating (mean 6.3, p less than 0.001). The 67% of physicians who intended to prescribe buprenorphine after the training were more likely than hesitant physicians to agree that the course provided enough information (p less than 0.05) and that telephone access to experienced providers would improve their confidence (p less than 0.05). Physicians hesitant to prescribe cited lack of experience as the main barrier (41%), with 24% concerned about induction difficulty and reimbursement. Overall, physicians preferred in person instruction and may benefit from additional experiential training and support after curriculum participation. (Contains 2 tables.) References: Number: 12 Peer Reviewed: Yes SUBJECT(S) Descriptor: Physicians Online Courses Training Methods Participant Satisfaction Program Effectiveness Intermode Differences Conventional Instruction Likert Scales Medical Education Pharmaceutical Education Drug Addiction Professional Development Blended Learning Note(s): Education Level: Adult Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Medical Students' Knowledge about Alcohol and Drug Problems: Results of the Medical Council of Canada Examination Meldon Kahan; Deana Midmer; Lynn Wilson; Diane Borsoi 2006 English Article (EJ) 7 Substance Abuse, v27 n4 p1-7 2006 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Purpose: To determine knowledge of a national sample of medical students about substance withdrawal, screening and early intervention, medical and psychiatric complications of addiction, and treatment options. Methods: Based on learning objectives developed by medical faculty, twenty-two questions on addictions were included in the 1998 Canadian licensing examination.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ940809 Author(s): Kahan, Meldon ; Midmer, Deana ; Wilson, Lynn ; Borsoi, Diane Title: Medical Students' Knowledge about Alcohol and Drug Problems: Results of the Medical Council of Canada Examination Source: Substance Abuse v27 n4 p1-7 2006 (7 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1300/J465v27n04_01 Standard No: ISSN: 0889-7077 Language: English Abstract: Purpose: To determine knowledge of a national sample of medical students about substance withdrawal, screening and early intervention, medical and psychiatric complications of addiction, and treatment options. Methods: Based on learning objectives developed by medical faculty, twenty-two questions on addictions were included in the 1998 Canadian licensing examination. Results: The exam was written by 858 medical students. The average score on the addiction questions was 64%. Students showed strong knowledge of the clinical features of medical complications. Specific knowledge gaps were identified for withdrawal treatment protocols, low-risk drinking guidelines, taking an alcohol history, substance-induced psychiatric disorders, and Alcoholics Anonymous. Conclusion: Medical students are knowledge-deficient around key learning objectives in addictions. The deficiencies were in areas of basic knowledge that could be learnt with little difficulty. (Contains 3 tables.) References: Number: 57 Peer Reviewed: Yes SUBJECT(S) Descriptor: Medical Education Medical Students Substance Abuse Early Intervention Drug Rehabilitation Foreign Countries Knowledge Level Screening Tests Medical School Faculty Psychiatry Risk Drinking Guidelines Mental Disorders Addictive Behavior Identifier: Canada; Canada Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Physicians' Knowledge of Alcohol, Tobacco and Folic Acid in Pregnancy L G Lefebvre; A Ordean; D Midmer; M Kahan; G Tolomiczenko 2007 English Article (EJ) 7 Substance Abuse, v28 n1 p3-9 2007 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Objective: To assess: (1) physicians' knowledge and clinical confidence regarding problematic substance use in pregnancy compared to folic acid, and (2) physicians' desire for education in this area and their preferred learning modalities tools. Design: Self-administered survey. Setting: "Family Medicine Forum 2004" in Toronto, Canada. Participants: Physicians attending "Family Medicine Forum 2004" in Toronto who provide antenatal care.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ939441 Author(s): Lefebvre, L. G. ; Ordean, A. ; Midmer, D. ; Kahan, M. ; Tolomiczenko, G. Title: Physicians' Knowledge of Alcohol, Tobacco and Folic Acid in Pregnancy Source: Substance Abuse v28 n1 p3-9 2007 (7 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1300/J465v28n01_02 Standard No: ISSN: 0889-7077 Language: English Abstract: Objective: To assess: (1) physicians' knowledge and clinical confidence regarding problematic substance use in pregnancy compared to folic acid, and (2) physicians' desire for education in this area and their preferred learning modalities tools. Design: Self-administered survey. Setting: "Family Medicine Forum 2004" in Toronto, Canada. Participants: Physicians attending "Family Medicine Forum 2004" in Toronto who provide antenatal care. Main Outcome Measures: Knowledge of folic acid, smoking and alcohol in pregnancy. Clinical confidence and interest in resources regarding problematic substance use in pregnancy. Results: Sixty-six surveys completed. Physicians answered 92.3% of folic acid questions correctly, compared to 82.0% for nicotine and 57.1% for alcohol. Scores were higher on questions about effects of nicotine and alcohol use in pregnancy than on questions about treatment options. A perceived inability to influence clinical outcomes and a lack of professional resources regarding substance use in pregnancy were also identified. Physicians were interested in learning more about problematic substance use in pregnancy, particularly from continuing medical education events, websites and pocket cards. Conclusion: Participants' level of knowledge regarding substance use in pregnancy was significantly lower than their knowledge of folic acid, as was their clinical confidence. This lack of knowledge was not attributable to disinterest and clearly more educational resources are needed to address this topic. (Contains 3 figures and 4 tables.) References: Number: 16 Peer Reviewed: Yes SUBJECT(S) Descriptor: Professional Development Physicians Learning Modalities Drinking Pregnancy Family Practice (Medicine) Foreign Countries Educational Resources Nutrition Females Smoking Knowledge Level Health Behavior At Risk Persons Attitude Measures Self Esteem Surveys Scores Identifier: Canada; Canada Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Perspectives of College Students and Their Primary Health Care Providers on Substance Abuse Screening and Intervention Julie A Baldwin; Rhonda M Johnson; Nina K Gotz; Heidi A Wayment; Kristan Elwell 2006 English Article (EJ) 6 Journal of American College Health, v55 n2 p115-120 Sep-Oct 2006 Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org The authors conducted a needs assessment among students and health-care providers of a southwestern university health center with the goal of developing health-care -provider training addressing substance-abuse screening and intervention. They collected data from focus groups of undergraduate students and structured interviews and questionnaires with health-care providers.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1564 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 30-34,36-56; 1982-2007; 1994- External Resources: Cite This Item Accession No: EJ773148 Author(s): Baldwin, Julie A. ; Johnson, Rhonda M. ; Gotz, Nina K. ; Wayment, Heidi A. ; Elwell, Kristan Title: Perspectives of College Students and Their Primary Health Care Providers on Substance Abuse Screening and Intervention Source: Journal of American College Health v55 n2 p115-120 Sep-Oct 2006 (6 pages) Additional Info: Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org; http://dx.doi.org/10.3200/JACH.55.2.115-120 Standard No: ISSN: 0744-8481 Language: English Abstract: The authors conducted a needs assessment among students and health-care providers of a southwestern university health center with the goal of developing health-care -provider training addressing substance-abuse screening and intervention. They collected data from focus groups of undergraduate students and structured interviews and questionnaires with health-care providers. They identified gaps in provider and student perspectives on the extent of substance abuse on campus and the perceived roles of health-care providers and patients in screening and conducting interventions for substance abuse. These findings suggest that training for college health-care providers regarding substance-abuse brief screening and intervention should emphasize confidentiality of student medical records, the importance of nonjudgmental attitudes toward students, and the role of the provider as one who is competent and appropriate to address substance abuse. Such training should also educate providers about the types of substances students are using. References: Number: 32 Peer Reviewed: Yes SUBJECT(S) Descriptor: Student Attitudes Screening Tests Professional Training Interviews Questionnaires Access to Health Care Role Intervention Student Records Primary Health Care Undergraduate Students Confidentiality Substance Abuse Needs Assessment Focus Groups Comprehensive Programs Medical Services Allied Health Personnel Identifier: Structured Interviews Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2007; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The Montana Model: Integrated Primary Care and Behavioral Health in a Family Practice Residency Program Claire Oakley; Douglas Moore; Duncan Burford; Roxanne Fahrenwald; Kathryn Woodward 2005 English Article (EJ) 4 Journal of Rural Health, v21 n4 p351-354 Oct 2005 Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp To address the local health care needs of both patients and primary care providers in Montana, an integrated primary care and behavioral health family practice clinic was developed. In this paper we describe our experience with integrating mental health and substance abuse services into a primary care setting (a community health center) while simultaneously teaching family practice physicians to take the lead in providing these services.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 906 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 5-25; 1989-2009; 1-; 1985- External Resources: Cite This Item Accession No: EJ748892 Author(s): Oakley, Claire ; Moore, Douglas ; Burford, Duncan ; Fahrenwald, Roxanne ; Woodward, Kathryn Title: The Montana Model: Integrated Primary Care and Behavioral Health in a Family Practice Residency Program Source: Journal of Rural Health v21 n4 p351-354 Oct 2005 (4 pages) Additional Info: Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp; http://dx.doi.org/10.1111/j.1748-0361.2005.tb00106.x Standard No: ISSN: 0890-765X Language: English Abstract: To address the local health care needs of both patients and primary care providers in Montana, an integrated primary care and behavioral health family practice clinic was developed. In this paper we describe our experience with integrating mental health and substance abuse services into a primary care setting (a community health center) while simultaneously teaching family practice physicians to take the lead in providing these services. The Deering Community Health Center in Billings, Montana, is a Federally Qualified Health Center serving a largely low-income patient population. The medical care at the clinic is provided primarily by the faculty and residents of the Montana Family Medicine Residency. The teaching model was founded on the belief that improved care will result when physicians have increased comfort with, and are able to enjoy the challenges of, patients with mental illnesses. The enhanced longitudinal curriculum incorporates mental health across the 3 years of the family practice residency. Unique characteristics of this model include staffing and the concurrent delivery of a high volume mental health service while teaching family practice resident physicians and the faculty to integrate this competency into their primary care practices. Peer Reviewed: Yes SUBJECT(S) Descriptor: Teaching Models Patients Physicians Medical Services Substance Abuse Public Health Mental Health Health Needs Clinics Family Practice (Medicine) Low Income Groups Medical Students Medical Education Identifier: Montana; Montana Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2007; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Evaluation of a Substance Use Disorder Curriculum for Internal Medicine Residents Melissa R Stein; Julia H Arnsten; Sharon J Parish; Hillary V Kunins 2011 English Article (EJ) 5 Substance Abuse, v32 n4 p220-224 2011 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Teaching about diagnosis, treatment, and sequelae of substance use disorders (SUDs) is insufficient in most Internal Medicine residency programs. To address this, the authors developed, implemented, and evaluated a novel and comprehensive SUD curriculum for first year residents (interns) in Internal Medicine, which anchors the ensuing 3-year longitudinal SUD curriculum.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ947351 Author(s): Stein, Melissa R. ; Arnsten, Julia H. ; Parish, Sharon J. ; Kunins, Hillary V. Title: Evaluation of a Substance Use Disorder Curriculum for Internal Medicine Residents Source: Substance Abuse v32 n4 p220-224 2011 (5 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.598408 Standard No: ISSN: 0889-7077 Language: English Abstract: Teaching about diagnosis, treatment, and sequelae of substance use disorders (SUDs) is insufficient in most Internal Medicine residency programs. To address this, the authors developed, implemented, and evaluated a novel and comprehensive SUD curriculum for first year residents (interns) in Internal Medicine, which anchors the ensuing 3-year longitudinal SUD curriculum. This intern curriculum includes didactic and experiential elements and allows skills practice. Topics include local epidemiology of substance abuse, neurobiology of SUDs, and screening, treatment, and referral. The entire curriculum is delivered over 7 hours during a month-long ambulatory rotation. Among 58 interns who have completed a pre-post evaluation of the curriculum, the majority reported an increased sense of responsibility for and confidence in treating patients with SUDs. (Contains 1 table.) References: Number: 7 Peer Reviewed: Yes SUBJECT(S) Descriptor: Graduate Medical Education Substance Abuse Physicians Internal Medicine Epidemiology Patients Curriculum Evaluation Clinical Experience Neurology Biology Referral Drug Rehabilitation Therapy Screening Tests Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2011; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Training in Tobacco Treatments in Psychiatry: A National Survey of Psychiatry Residency Training Directors Judith J Prochaska; Sebastien C Fromont; Alan K Louie; Marc H Jacobs; Sharon M Hall 2006 English Article (EJ) 7 Academic Psychiatry, v30 n5 p372-378 Oct 2006 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: Nicotine dependence is the most prevalent substance abuse disorder among adult psychiatric patients and is a leading cause of death and disability. This study examines training in tobacco treatment in psychiatry residency programs across the United States. Method: The authors recruited training directors to complete a survey of their program's curriculum related to tobacco treatment, attitudes related to treating tobacco in psychiatry, and perceptions of residents' skills for addressing nicotine dependence in psychiatric patients.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ808453 Author(s): Prochaska, Judith J. ; Fromont, Sebastien C. ; Louie, Alan K. ; Jacobs, Marc H. ; Hall, Sharon M. Title: Training in Tobacco Treatments in Psychiatry: A National Survey of Psychiatry Residency Training Directors Source: Academic Psychiatry v30 n5 p372-378 Oct 2006 (7 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.30.5.372 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: Nicotine dependence is the most prevalent substance abuse disorder among adult psychiatric patients and is a leading cause of death and disability. This study examines training in tobacco treatment in psychiatry residency programs across the United States. Method: The authors recruited training directors to complete a survey of their program's curriculum related to tobacco treatment, attitudes related to treating tobacco in psychiatry, and perceptions of residents' skills for addressing nicotine dependence in psychiatric patients. Results: Respondents were representative of the national pool. Half of the programs provided training in tobacco treatments for a median duration of 1 hour. Content areas covered varied greatly. Programs with tobacco-related training expressed more favorable attitudes toward addressing tobacco in psychiatry and were more likely to report confidence in their residents' skills for treating nicotine dependence. Programs without tobacco training reported a lack of faculty expertise on tobacco treatments. Most training directors reported moderate to high interest in evaluating a model tobacco curriculum for psychiatry and stated they would dedicate an average of 4 hours of curriculum time. Conclusions: The findings demonstrate the need for and interest in a model tobacco treatment curriculum for psychiatry residency training. Training psychiatrists offers the potential of delivering treatment to one of the largest remaining groups of smokers: patients with mental disorders. Peer Reviewed: Yes SUBJECT(S) Descriptor: Substance Abuse Smoking Physicians Mental Disorders Death Psychiatry Patients Incidence Graduate Medical Education Intervention College Faculty National Surveys Administrator Attitudes Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2008; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Identifying Primary Care Skills and Competencies in Opioid Risk Management Emil Chiauzzi; Kimberlee J Trudeau; Kevin Zacharoff; Kathleen Bond 2011 English Article (EJ) 10 Journal of Continuing Education in the Health Professions, v31 n4 p231-240 Aut 2011 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL Introduction: Primary care physicians (PCPs) treat a high proportion of chronic pain patients but often lack training about how to assess and address issues associated with prescribing opioids when they are an appropriate component of therapy. The result may be that they may avoid treating these patients, which can lead to an undertreatment of pain.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 1052 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 8-26; 1988-2006; 8-9; 1988-1989; 1988- External Resources: Cite This Item Accession No: EJ957385 Author(s): Chiauzzi, Emil ; Trudeau, Kimberlee J. ; Zacharoff, Kevin ; Bond, Kathleen Title: Identifying Primary Care Skills and Competencies in Opioid Risk Management Source: Journal of Continuing Education in the Health Professions v31 n4 p231-240 Aut 2011 (10 pages) Additional Info: John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL; http://dx.doi.org/10.1002/chp.20135 Standard No: ISSN: 0894-1912 Language: English Abstract: Introduction: Primary care physicians (PCPs) treat a high proportion of chronic pain patients but often lack training about how to assess and address issues associated with prescribing opioids when they are an appropriate component of therapy. The result may be that they may avoid treating these patients, which can lead to an undertreatment of pain. The objective of this study was to identify which skills and competencies are most critical for PCPs in order to effectively manage opioid risk in patients treated for chronic pain. Methods: We conducted 1-hour interviews with 16 nationally known experts in primary care, pain management, and addiction. Eight were trained as PCPs, and 8 were trained as specialists. Their responses were collated and then presented online to the participants for independent sorting and rating. These data were analyzed using an online concept mapping program, which offers an innovative method of summarizing and prioritizing qualitative data. Results: Based on this analysis, items were organized into 10 clusters representing the most critical categories of skills (the "best fit" for these data). The cluster that received the highest average statement rating was "How to Manage Pain Patients With Comorbid Conditions." Follow-up analyses indicated that specialists rated this cluster, and 5 others, significantly higher than the PCPs, suggesting that the specialists perceive these competencies as more important in opioid risk management. Discussion: Using a relatively small sample and cost-effective technique (ie, concept mapping), key PCP competencies can be identified for potential inclusion in continuing education and training in opioid risk management. (Contains 3 tables and 2 figures.) References: Number: 29 Peer Reviewed: Yes SUBJECT(S) Descriptor: Expertise Concept Mapping Pain Physicians Risk Management Continuing Education Patients Primary Health Care Chronic Illness Narcotics Drug Therapy Interviews Addictive Behavior Drug Addiction Comorbidity Substance Abuse Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Knowing How and Showing How: Interdisciplinary Collaboration on Substance Abuse Skill OSCEs for Medical, Nursing and Social Work Students Annecy Baez; Margaret Eckert-Norton; Ann Morrison 2005 English Article (EJ) 5 Substance Abuse, v25 n3 p33-37 2005 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals The problem use of alcohol causes over 100,000 deaths in the United States per year and has substantial negative impact on family structure, the economy and the criminal justice system. Screening and early treatment of individuals with problem use of alcohol by health professionals can significantly reduce mortality and morbidity. Students from all health and human service disciplines should have basic clinical training on the integration of substance use screening and assessment questions into routine encounters with patients/clients.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ952609 Author(s): Baez, Annecy ; Eckert-Norton, Margaret ; Morrison, Ann Title: Knowing How and Showing How: Interdisciplinary Collaboration on Substance Abuse Skill OSCEs for Medical, Nursing and Social Work Students Source: Substance Abuse v25 n3 p33-37 2005 (5 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1300/J465v25n03_05 Standard No: ISSN: 0889-7077 Language: English Abstract: The problem use of alcohol causes over 100,000 deaths in the United States per year and has substantial negative impact on family structure, the economy and the criminal justice system. Screening and early treatment of individuals with problem use of alcohol by health professionals can significantly reduce mortality and morbidity. Students from all health and human service disciplines should have basic clinical training on the integration of substance use screening and assessment questions into routine encounters with patients/clients. The OSCE is a well-researched, experiential methodology most widely used in medical and nursing education as a tool for evaluating the demonstration of clinical competencies by students. The OSCE is ideally suited to skills-based educational goals and allows learners to practice and refine their clinical technique. Proponents of performance or skills-based assessment argue that current examination formats focus too heavily on the student "knowing how" instead of "showing how", and that skills-based assessments like the OSCE do not replace traditional knowledge based tests, but they do provide direct evidence of competence that knowledge-based tests cannot. References: Number: 48 Peer Reviewed: Yes SUBJECT(S) Descriptor: Interdisciplinary Approach Nursing Education Substance Abuse Health Personnel Family Structure Patients Justice Social Work Alcohol Abuse Screening Tests Counseling Clinical Experience Counselor Training Performance Based Assessment Evaluation Methods Allied Health Occupations Education Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Training Providers at a University Health Center in Substance Use Screening Margaret Eckert-Norton; Annecy Baez; Ann Morrison 2006 English Article (EJ) 4 Substance Abuse, v26 n3-4 p39-42 2006 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals NYU MAINSTREAM fellows collaborated with a student health center. An objective structured clinical evaluation (OSCE) was conducted by the fellows for the center's personnel. Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ952427 Author(s): Eckert-Norton, Margaret ; Baez, Annecy ; Morrison, Ann Title: Training Providers at a University Health Center in Substance Use Screening Source: Substance Abuse v26 n3-4 p39-42 2006 (4 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1300/J465v26n03_09 Standard No: ISSN: 0889-7077 Language: English Abstract: NYU MAINSTREAM fellows collaborated with a student health center. An objective structured clinical evaluation (OSCE) was conducted by the fellows for the center's personnel. Peer Reviewed: Yes SUBJECT(S) Descriptor: School Health Services Substance Abuse Screening Tests Cooperation Health Personnel Program Descriptions Training Interdisciplinary Approach Identifier: New York; New York Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- A Collaborative Approach to Teaching Medical Students How to Screen, Intervene, and Treat Substance Use Disorders Karin J Neufeld; Anika Alvanzo; Van L King; Leonard Feldman; Jeffrey H Hsu; Darius A Rastegar; Jorie M Colbert; Dean F MacKinnon 2012 English Article (EJ) 6 Substance Abuse, v33 n3 p286-291 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Few medical schools require a stand-alone course to develop knowledge and skills relevant to substance use disorders (SUDs). The authors successfully initiated a new course for second-year medical students that used screening, brief intervention, and referral to treatment (SBIRT) as the course foundation. The 15-hour course (39 faculty teaching hours) arose from collaboration between faculty in Departments of Medicine and Psychiatry and included 5 hours of direct patient interaction during clinical demonstrations and in small-group skills development.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ971257 Author(s): Neufeld, Karin J. ; Alvanzo, Anika ; King, Van L. ; Feldman, Leonard ; Hsu, Jeffrey H. ; Rastegar, Darius A. ; Colbert, Jorie M. ; MacKinnon, Dean F. Title: A Collaborative Approach to Teaching Medical Students How to Screen, Intervene, and Treat Substance Use Disorders Source: Substance Abuse v33 n3 p286-291 2012 (6 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.640090 Standard No: ISSN: 0889-7077 Language: English Abstract: Few medical schools require a stand-alone course to develop knowledge and skills relevant to substance use disorders (SUDs). The authors successfully initiated a new course for second-year medical students that used screening, brief intervention, and referral to treatment (SBIRT) as the course foundation. The 15-hour course (39 faculty teaching hours) arose from collaboration between faculty in Departments of Medicine and Psychiatry and included 5 hours of direct patient interaction during clinical demonstrations and in small-group skills development. Pre- and post-exam results suggest that the course had a significant impact on knowledge about SUDs. The authors' experience demonstrates that collaboration between 2 clinical departments can produce a successful second-year medical student course based in SBIRT principles. (Contains 2 tables.) References: Number: 18 Peer Reviewed: Yes SUBJECT(S) Descriptor: Medical Education Medical Students Medical Schools Psychiatry Cooperation Teaching Methods Identification Screening Tests Substance Abuse Course Descriptions Referral Alcohol Education Drug Education Instructional Effectiveness Patients Pretests Posttests Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Using Needs Assessment to Develop Curricula for Screening, Brief Intervention, and Referral to Treatment (SBIRT) in Academic and Community Health Settings Derek D Satre; Elinore F McCance-Katz; Gina Moreno-John; Katherine A Julian; Patricia S O'Sullivan; Jason M Satterfield 2012 English Article (EJ) 5 Substance Abuse, v33 n3 p298-302 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals This article describes the use of a brief needs assessment survey in the development of alcohol and drug screening, brief intervention, and referral to treatment (SBIRT) curricula in 2 health care settings in the San Francisco Bay Area. The samples included university medical center faculty (n = 27) and nonphysician community health and social service providers in a nearby suburban county (n = 21).... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ971254 Author(s): Satre, Derek D. ; McCance-Katz, Elinore F. ; Moreno-John, Gina ; Julian, Katherine A. ; O'Sullivan, Patricia S. ; Satterfield, Jason M. Title: Using Needs Assessment to Develop Curricula for Screening, Brief Intervention, and Referral to Treatment (SBIRT) in Academic and Community Health Settings Source: Substance Abuse v33 n3 p298-302 2012 (5 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.640100 Standard No: ISSN: 0889-7077 Language: English Abstract: This article describes the use of a brief needs assessment survey in the development of alcohol and drug screening, brief intervention, and referral to treatment (SBIRT) curricula in 2 health care settings in the San Francisco Bay Area. The samples included university medical center faculty (n = 27) and nonphysician community health and social service providers in a nearby suburban county (n = 21). Informed by curriculum development theory and motivational interviewing strategies, questions regarding clinical and educational priorities, perceived importance and confidence with screening and intervention techniques, and referral resource availability were included. Medical center faculty expressed greater concern about limited appointment time (P = 0.003), adequacy of training (P = 0.025), and provider confidence (P = 0.038) as implementation obstacles and had lower confidence in delivering SBIRT (P = 0.046) and providing treatment referrals (P = 0.054) than community providers. The authors describe their approach to integrating needs assessment results into subsequent curriculum development. Findings highlight potential differences between physician and nonphysician training needs. (Contains 2 tables.) References: Number: 6 Peer Reviewed: Yes SUBJECT(S) Descriptor: Medical Education Curriculum Development Educational Needs Intervention Needs Assessment Public Health Interviews Referral Physicians Internal Medicine Screening Tests Substance Abuse Alcohol Abuse Medical School Faculty Patients Graduate Students Health Services Evaluation Health Education Graduate Medical Education Drinking Surveys Identifier: San Francisco Bay; California; California Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Research, Programmatic, and Curricular Presentations 2012 English Article (EJ) 27 Substance Abuse, v33 n2 p199-225 2012 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals This article presents abstracts from the 2011 AMERSA National Meeting. It includes 2011 best abstracts on research, programmatic, and curricular presentations. Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ961848 Title: Research, Programmatic, and Curricular Presentations Source: Substance Abuse v33 n2 p199-225 2012 (27 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://dx.doi.org/10.1080/08897077.2011.653923 Standard No: ISSN: 0889-7077 Language: English Abstract: This article presents abstracts from the 2011 AMERSA National Meeting. It includes 2011 best abstracts on research, programmatic, and curricular presentations. Peer Reviewed: Yes SUBJECT(S) Descriptor: Conferences (Gatherings) Conference Papers Drug Abuse Alcohol Abuse Diseases Drug Therapy Safety Marijuana Drug Addiction Therapy Patients Substance Abuse Graduate Medical Education Social Work Cocaine Acquired Immunodeficiency Syndrome (AIDS) Smoking Nursing Education Military Personnel Adolescents Student Attitudes Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Handbook of Applied Behavior Analysis Wayne W Ed Fisher; Cathleen C Ed Piazza; Henry S Ed Roane 2011 English Document (ED) 544 Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com ; ISBN: ISBN-978-1-6091-8468-1 Describing the state of the science of ABA, this comprehensive handbook provides detailed information about theory, research, and intervention. The contributors are leading ABA authorities who present current best practices in behavioral assessment and demonstrate evidence-based strategies for supporting positive behaviors and reducing problem behaviors.... Availability: Search the Mirlyn catalog at the University of Michigan Accession No: ED528187 Title: Handbook of Applied Behavior Analysis Author(s): Fisher, Wayne W., Ed. ; Piazza, Cathleen C., Ed. ; Roane, Henry S., Ed. Publication: Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com; 2011-07-00 Additional Info: http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/fisher.htm&dir=pp/dd&cart_id=156595.3656 Source: Guilford Publications Description: 544 p. Language: English Standard No: ISBN: ISBN-978-1-6091-8468-1 Abstract: Describing the state of the science of ABA, this comprehensive handbook provides detailed information about theory, research, and intervention. The contributors are leading ABA authorities who present current best practices in behavioral assessment and demonstrate evidence-based strategies for supporting positive behaviors and reducing problem behaviors. Conceptual, empirical, and procedural building blocks of ABA are reviewed and specific applications described in education, autism treatment, addiction treatment, and other areas. The volume also addresses crucial professional and ethical issues, making it a complete reference and training tool for ABA practitioners and students. This book contains eight sections. Section I, Introduction, contains the following: (1) Applied Behavior Analysis: History, Philosophy, Principles, and Basic Methods (Wayne W. Fisher, Rebecca A. Groff, and Henry S. Roane). Section II, Basic Principles and Concepts, contains the following: (2) Respondent (Pavlovian) Conditioning (John W. Donahoe and Rocio Vegas); (3) Basic Operant Contingencies: Main Effects and Side Effects (A. Charles Catania); (4) Schedules of Reinforcement (F. Charles Mace, Jamie L. Pratt, Amanda N. Zangrillo, and Mark W. Steege); (5) Stimulus Control and Generalization (Joseph E. Spradlin and Jennifer L. Simon); and (6) Designing Instructional Programming for Early Reading Skills (Kathryn J. Saunders). Section III, Measurement, Design, and Methodological Issues, includes: (7) Defining and Measuring Behavior (SungWoo Kahng, Einar T. Ingvarsson, Anna M. Quigg, Kimberly E. Seckinger, and Heather M. Teichman); and (8) Single-Case Experimental Designs (Henry S. Roane, Joel E. Ringdahl, Michael E. Kelley, and Ashley C. Glover). Section IV, Behavioral Assessment, contains: (9) Identifying and Enhancing the Effectiveness of Positive Reinforcement (Cathleen C. Piazza, Henry S. Roane, and Amanda Karsten); (10) Functional and Structural Approaches to Behavioral Assessment of Problem Behavior (David P. Wacker, Wendy K. Berg, Jay W. Harding, and Linda J. Cooper-Brown); (11) Indirect Behavioral Assessments: Interviews and Rating Scales (Michael E. Kelley, Robert H. LaRue, Henry S. Roane, and Dana M. Gadaire); (12) Direct Observation (Rachel H. Thompson and John C. Borrero); and (13) Functional Analysis: History and Methods (Alison M. Betz and Wayne W. Fisher). Section V, Interventions For Increasing Desirable Behavior, presents: (14) Differential Reinforcement Procedures (Gregory P. Hanley and Jeffrey H. Tiger); (15) Building Complex Repertoires from Discrete Behaviors by Establishing Stimulus Control, Behavioral Chains, and Strategic Behavior (George H. Noell, Nathan A. Call, and Scott P. Ardoin); (16) Teaching Verbal Behavior (Matt Tincani, Andy Bondy, and Shannon Crozier); and (17) Staff Training and Management (Dennis H. Reid, Niamh P. O'Kane, and Kenneth M. Macurik). Section IV, Interventions For Decreasing Problem Behavior, contains: (18) Developing Antecedent Interventions for Problem Behavior (Richard G. Smith); (19) Developing Function-Based Extinction Procedures for Problem Behavior (Timothy R. Vollmer and Elizabeth Athens); (20) Developing Function-Based Reinforcement Procedures for Problem Behavior (Wayne W. Fisher and Kelly Bouxsein); (21) Developing Function-Based Punishment Procedures for Problem Behavior (Dorothea C. Lerman and Lisa M. Toole); and (22) Token Economies (Kyle W. Boerke and David Reitman). Section VII, Subspecialties, presents: (23) Behavioral Approaches to Education (Brian K. Martens, Edward J. Daly III, John C. Begeny, and Amanda VanDerHeyden); (24) Behavioral Treatment of Autism (Tiffany Kodak and Laura L. Grow); (25) Teaching Safety Skills to Children (Raymond G. Miltenberger and Amy C. Gross); (26) Behavioral Pediatrics: Integrating Applied Behavior Analysis with Pediatric Medicine (Patrick C. Friman and Cathleen C. Piazza); (27) Behavior Analysis and Treatment of Drug Addiction (Kenneth Silverman, Barbara J. Kaminski, Stephen T. Higgins, and Joseph V. Brady); and (28) Behavioral Gerontology (Linda A. LeBlanc, Paige B. Raetz, and Leilani Feliciano). Section VIII, Professional Issues, concludes with: (29) Behavior Analysis and Ethics (William O'Donohue and Kyle E. Ferguson); and (30) Training and Professional Certification in Applied Behavior Analysis (Gerald L. Shook and James M. Johnston). SUBJECT(S) Descriptor: Verbal Stimuli Substance Abuse Early Reading Autism Gerontology Drug Addiction Classical Conditioning Behavior Modification Behavior Rating Scales Behavioral Science Research Guides Behavior Theories Intervention Best Practices Behavior Problems Measures (Individuals) Addictive Behavior Intellectual Disciplines Behavior Disorders Operant Conditioning Reading Skills Instructional Design Measurement Techniques Research Design Research Methodology Evaluation Methods Interviews Observation Functional Behavioral Assessment Staff Development Personnel Management Educational Strategies Discipline Psychoeducational Methods Safety Education Pediatrics Ethics Certification Training Note(s): Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education Document Type: Document (ED) Publication Type: Books; Collected Works - General Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Table of Contents Part I Introduction Chapter 1 Applied Behavior Analysis: History, Philosophy, Principles, and Basic Methods 3(14) Wayne W. Fisher Rebecca A. Groff Henry S. Roane Part II Basic Principles and Concepts Chapter 2 Respondent (Pavlovian) Conditioning 17(17) John W. Donahoe Rocio Vegas Chapter 3 Basic Operant Contingencies: Main Effects and Side Effects 34(21) A. Charles Catania Chapter 4 Schedules of Reinforcement 55(21) F. Charles Mace Jamie L Pratt Amanda N. Zangrillo Mark W. Steege Chapter 5 Stimulus Control and Generalization 76(16) Joseph E. Spradlin Jennifer L. Simon Chapter 6 Designing Instructional Programming for Early Reading Skills 92(21) Kathryn J. Saunders Part III Measurement, Design, and Methodological Issues Chapter 7 Defining and Measuring Behavior 113(19) Sung Woo Kahng Einar T. Ingvarsson Anna M. Quigg Kimberly E. Seckinger Heather M. Teichman Chapter 8 Single-Case Experimental Designs 132(19) Henry S. Roane Joel E. Rihgdahl Michael E. Kelley Ashley C. Glover Part IV Behavioral Assessment Chapter 9 Identifying and Enhancing the Effectiveness of Positive Reinforcement 151(14) Cathleen C. Piazza Henry S. Roane Amanda Karsten Chapter 10 Functional and Structural Approaches to Behavioral Assessment of Problem Behavior 165(17) David P. Wacker Wendy K. Berg Jay W. Harding Linda J. Cooper-Brown Chapter 11 Indirect Behavioral Assessments: Interviews and Rating Scales 182(9) Michael E. Kelley Robert H. LaRue Henry S. Roane Dana M. Gadaire Chapter 12 Direct Observation 191(15) Rachel H. Thompson John C. Borrero Chapter 13 Functional Analysis: History and Methods 206(23) Alison M. Betz Wayne W. Fisher Part V Interventions for Increasing Desirable Behavior Chapter 14 Differential Reinforcement Procedures 229(21) Gregory P. Hanley Jeffrey H. Tiger Chapter 15 Building Complex Repertoires from Discrete Behaviors by Establishing Stimulus Control, Behavioral Chains, and Strategic Behavior 250(20) George H. Noell Nathan A. Call Scott P. Ardoin Chapter 16 Teaching Verbal Behavior 270(11) Matt Tincani Andy Bondy Shannon Crozier Chapter 17 Staff Training and Management 281(16) Dennis H. Reid Niamh P. O'Kane Kenneth M. Macurik Part VI Interventions for Decreasing Problem Behavior Chapter 18 Developing Antecedent Interventions for Problem Behavior 297(20) Richard G. Smith Chapter 19 Developing Function-Based Extinction Procedures for Problem Behavior 317(18) Timothy R. Vollmer Elizabeth Athens Chapter 20 Developing Function-Based Reinforcement Procedures for Problem Behavior 335(13) Wayne W. Fisher Kelly Bouxsein Chapter 21 Developing Function-Based Punishment Procedures for Problem Behavior 348(22) Dorothea C. Lerman Lisa M. Toole Chapter 22 Token Economies 370(15) Kyle W. Boerke David Reitman Part VII Subspecialties Chapter 23 Behavioral Approaches to Education 385(17) Brian K. Martens Edward J. Daly III John C. Begeny Amanda Van Der Heyden Chapter 24 Behavioral Treatment of Autism 402(15) Tiffany Kodak Laura L. Grow Chapter 25 Teaching Safety Skills to Children 417(16) Raymond G. Miltenberger Amy C. Gross Chapter 26 Behavioral Pediatrics: Integrating Applied Behavior Analysis with Pediatric Medicine 433(18) Patrick C. Friman Cathleen C. Piazza Chapter 27 Behavior Analysis and Treatment of Drug Addiction 451(21) Kenneth Silverman Barbara J. Kaminski Stephen T. Higgins Joseph V. Brady Chapter 28 Behavioral Gerontology 472(17) Linda A. LeBlanc Paige B. Raetz Leilani Feliciano Part VIII Professional Issues Chapter 29 Behavior Analysis and Ethics 489(9) William O'Donohue Kyle E. Ferguson Chapter 30 Training and Professional Certification in Applied Behavior Analysis 498(13) Gerald L. Shook James M. Johnston Author Index 511(17) Subject Index 528 ( ) A Survey of Addiction Training in Child and Adolescent Psychiatry Residency Programs Marjorie Waldbaum; Marc Galanter; Helen Dermatis; William M Greenberg 2005 English Article (EJ) 5 Academic Psychiatry, v29 n3 p274-278 Aug 2005 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: Childhood and adolescence represent a critical period for the potential initiation of substance use, and thus it is important that child and adolescent psychiatry (CAP) residents learn to screen, assess, refer, and/or treat children and adolescents who have substance abuse diagnoses. Method: The authors conducted a survey by mail of directors from all accredited U.S.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ808529 Author(s): Waldbaum, Marjorie ; Galanter, Marc ; Dermatis, Helen ; Greenberg, William M. Title: A Survey of Addiction Training in Child and Adolescent Psychiatry Residency Programs Source: Academic Psychiatry v29 n3 p274-278 Aug 2005 (5 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.29.3.274 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: Childhood and adolescence represent a critical period for the potential initiation of substance use, and thus it is important that child and adolescent psychiatry (CAP) residents learn to screen, assess, refer, and/or treat children and adolescents who have substance abuse diagnoses. Method: The authors conducted a survey by mail of directors from all accredited U.S. CAP residency programs in order to describe addiction training in their respective programs. Results: Seventy percent of program directors responded and indicated diverse addiction training experiences for their residents. Findings indicate that the majority of CAP residents are treating patients with substance use disorders in both years of training and in multiple treatment settings. Conclusion: The survey provides preliminary data for system-level constraints that merit additional consideration in order to potentially advance addiction training in CAP residencies. Peer Reviewed: Yes SUBJECT(S) Descriptor: Psychiatry Children Adolescents Graduate Medical Education Clinical Experience Substance Abuse Job Training Patients Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2008; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- How Prepared Are Psychiatry Residents for Treating Nicotine Dependence? Judith J Prochaska; Sebastien C Fromont; Sharon M Hall 2005 English Article (EJ) 6 Academic Psychiatry, v29 n3 p256-261 Aug 2005 American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org Objective: Nicotine dependence is the most prevalent substance abuse disorder among adult psychiatric patients and a leading cause of death and disability. The authors examined the extent to which psychiatry residents are prepared to treat nicotine dependence in clinical practice. Methods: Residents from five psychiatry residency programs in northern California completed an anonymous survey of their knowledge, attitudes, and behaviors regarding treating nicotine dependence among their patients.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 855 University of Michigan Library Search the Mirlyn catalog at the University of MichiganLocal Holdings Information: 1997- External Resources: Cite This Item Accession No: EJ808526 Author(s): Prochaska, Judith J. ; Fromont, Sebastien C. ; Hall, Sharon M. Title: How Prepared Are Psychiatry Residents for Treating Nicotine Dependence? Source: Academic Psychiatry v29 n3 p256-261 Aug 2005 (6 pages) Additional Info: American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org; http://dx.doi.org/10.1176/appi.ap.29.3.256 Standard No: ISSN: 1042-9670 Language: English Abstract: Objective: Nicotine dependence is the most prevalent substance abuse disorder among adult psychiatric patients and a leading cause of death and disability. The authors examined the extent to which psychiatry residents are prepared to treat nicotine dependence in clinical practice. Methods: Residents from five psychiatry residency programs in northern California completed an anonymous survey of their knowledge, attitudes, and behaviors regarding treating nicotine dependence among their patients. Results: Respondents (N = 105, 60% female) represented all 4 years of residency training. Residents' smoking status was 11% current, 17% former, and 72% never. Knowledge scores averaged 54% correct. Confidence ratings averaged 3 (SD = 0.6) on a 5-point scale. Seventy six percent rated their overall ability to help patients quit using tobacco as fair or poor. The percent reporting often or always engaging in the National Cancer Institute's 5-A intervention for smoking cessation was: 58% ask; 29% advise; 17% assess; 18% assist; and 13% arrange follow up. Most residents reported none or inadequate tobacco cessation training during medical school (74%) or residency (79%), and nearly all (94%) reported moderate to high interest in learning more about helping patients quit smoking. Conclusion: Psychiatry residents appear unprepared to treat nicotine dependence, but report considerable interest in this area. The findings demonstrate the need for and interest in tobacco cessation curricula in psychiatry residency training. Peer Reviewed: Yes SUBJECT(S) Descriptor: Behavior Change Substance Abuse Smoking Medical Schools Physicians Psychiatry Patients Drug Addiction Adults Graduate Students Medical Students Medical Education Competence Knowledge Level Student Interests Identifier: California; California Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Evaluative Date of Entry: 2008; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Utilizing a Substance Use Attitudes, Practices and Knowledge Survey for Multidisciplinary Curriculum Development Dale Alexander; Vicki Waters; Katie McQueen; Scott Basinger 2006 English Article (EJ) 4 Substance Abuse, v26 n3-4 p63-66 2006 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals The authors describe the development and administration of a substance use attitudes questionnaire to social work students and clinicians, physician assistant students and practitioners, and medical interns. The general purpose for the Attitudes Survey was to collect baseline data regarding past training, current attitudes, beliefs, practices, and knowledge regarding SUD across multiple disciplines.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ952425 Author(s): Alexander, Dale ; Waters, Vicki ; McQueen, Katie ; Basinger, Scott Title: Utilizing a Substance Use Attitudes, Practices and Knowledge Survey for Multidisciplinary Curriculum Development Source: Substance Abuse v26 n3-4 p63-66 2006 (4 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1300/J465v26n03_14 Standard No: ISSN: 0889-7077 Language: English Abstract: The authors describe the development and administration of a substance use attitudes questionnaire to social work students and clinicians, physician assistant students and practitioners, and medical interns. The general purpose for the Attitudes Survey was to collect baseline data regarding past training, current attitudes, beliefs, practices, and knowledge regarding SUD across multiple disciplines. The field survey questionnaire, modeled on D'Onofrio's, was administered to 276 Physician Assistant students and clinicians, Internal Medicine interns, Masters of Social Work students and clinicians working in treatment settings in Houston, Texas. References: Number: 7 Peer Reviewed: Yes SUBJECT(S) Descriptor: Curriculum Development Physicians Allied Health Personnel Internal Medicine Measures (Individuals) Social Work Substance Abuse Questionnaires Graduate Medical Education Student Attitudes Surveys Graduate Students Medical Students Identifier: Texas; Texas Note(s): Education Level: Higher Education Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Creating Change Agents: A National Substance Abuse Education Project Marianne T Marcus; Richard L Brown; S Lala A Straussner; Eugene Schoener; Rebecca Henry; Antonnette V Graham; Theresa Madden; Laura A Saunders 2006 English Article (EJ) 11 Substance Abuse, v26 n3-4 p5-15 2006 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals Objective: This study evaluated the effects of a national interdisciplinary faculty development program, Project MAINSTREAM, on creating curriculum enhancement in health professional education. Method: Thirty-nine faculty completed a two-year, part-time fellowship program featuring interdisciplinary collaboration, mentoring, training meetings, and Internet-based instructional materials.... Availability: FirstSearch indicates your institution subscribes to this publication. Libraries worldwide that own item: 400 University of Michigan Library Search the Mirlyn catalog at the University of Michigan External Resources: Cite This Item Accession No: EJ952422 Author(s): Marcus, Marianne T. ; Brown, Richard L. ; Straussner, S. Lala A. ; Schoener, Eugene ; Henry, Rebecca ; Graham, Antonnette V. ; Madden, Theresa ; Saunders, Laura A. Title: Creating Change Agents: A National Substance Abuse Education Project Source: Substance Abuse v26 n3-4 p5-15 2006 (11 pages) Additional Info: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; http://www.informaworld.com/openurl?genre=article&id=doi:10.1300/J465v26n03_03 Standard No: ISSN: 0889-7077 Language: English Abstract: Objective: This study evaluated the effects of a national interdisciplinary faculty development program, Project MAINSTREAM, on creating curriculum enhancement in health professional education. Method: Thirty-nine faculty completed a two-year, part-time fellowship program featuring interdisciplinary collaboration, mentoring, training meetings, and Internet-based instructional materials. The main vehicle for curricular change was a required collaborative education project to develop trainees' core competencies in substance abuse prevention services. Results: Fellows used a variety of approaches to implement 123 curricula and provide 66,995 hours of training to 10,170 trainees. Ninety percent of the training hours occurred in required courses, a potential indication of sustainability. Fellows indicated that a majority of the offerings would be sustained beyond the fellowship. Conclusion: Project MAINSTREAM shows promise as a model for achieving durable curriculum change in response to the public health crisis associated with a workforce untrained to deliver substance abuse services. (Contains 1 figure and 4 tables.) References: Number: 33 Peer Reviewed: Yes SUBJECT(S) Descriptor: Curriculum Development Required Courses Substance Abuse Prevention Public Health Change Agents Instructional Materials Educational Change Fellowships Faculty Development Mentors Interdisciplinary Approach Cooperation Internet Program Descriptions Counseling Services Health Personnel Document Type: Article (EJ) Publication Type: Journal Articles; Reports - Research Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Addressing Viral Hepatitis in People with Substance Use Disorders. Treatment Improvement Protocol (TIP) Series 53 Substance Abuse and Mental Health Services Administration (DHHS/PHS) 2011 English Document (ED) 146 SAMHSA's National Clearinghouse for Alcohol and Drug Information (NCADI). P.O. Box 2345, Rockville, MD 20847-2345. Tel: 800-729- 6686; Tel: 301-468-2600; Web site: http://ncadi.samhsa.gov Treatment Improvement Protocols (TIPs) are developed by the Center for Substance Abuse Treatment (CSAT), part of the Substance Abuse and Mental Health Services Administration (SAMHSA) within the U.S. Department of Health and Human Services (HHS). Each TIP involves the development of topic-specific best-practice guidelines for the prevention and treatment of substance use and mental disorders.... Availability: Connect to the Mirlyn catalog at the University of Michigan Accession No: ED533526 Title: Addressing Viral Hepatitis in People with Substance Use Disorders. Treatment Improvement Protocol (TIP) Series 53 Access ERIC: FullText Corp Author(s): Substance Abuse and Mental Health Services Administration (DHHS/PHS) Publication: SAMHSA's National Clearinghouse for Alcohol and Drug Information (NCADI). P.O. Box 2345, Rockville, MD 20847-2345. Tel: 800-729- 6686; Tel: 301-468-2600; Web site: http://ncadi.samhsa.gov; 2011-00-00 Source: Substance Abuse and Mental Health Services Administration Description: 146 p. Language: English Abstract: Treatment Improvement Protocols (TIPs) are developed by the Center for Substance Abuse Treatment (CSAT), part of the Substance Abuse and Mental Health Services Administration (SAMHSA) within the U.S. Department of Health and Human Services (HHS). Each TIP involves the development of topic-specific best-practice guidelines for the prevention and treatment of substance use and mental disorders. TIPs draw on the experience and knowledge of clinical, research, and administrative experts of various forms of treatment and prevention. TIPs are distributed to facilities and individuals across the country. Published TIPs can be accessed via the Internet at http://www.kap.samhsa.gov. Although each consensus-based TIP strives to include an evidence base for the practices it recommends, SAMHSA recognizes that behavioral health is continually evolving, and research frequently lags behind the innovations pioneered in the field. A major goal of each TIP is to convey "front-line" information quickly but responsibly. If research supports a particular approach, citations are provided. This TIP is organized into two parts: Part 1 is for counselors and administrators of behavioral health programs providing substance abuse treatment. It comprises seven chapters and emphasizes steps substance abuse treatment counselors and administrators can take to educate clients, prevent new hepatitis infections, and help clients who have viral hepatitis recover from their substance use disorders (SUDs). Information is provided at a basic level so that it can be understood by readers without medical training. Chapter 1 presents an overview of the most common types of viral hepatitis. Chapters 2 and 3 provide detailed information on screening for hepatitis and evaluation, respectively. Factors to consider when helping a client decide whether to undergo hepatitis treatment are addressed in Chapter 4; the treatment process is explained in Chapter 5. Chapter 6 describes counseling approaches for treating clients who have SUDs and viral hepatitis. Chapter 7 offers recommendations for administrators on how to add or improve hepatitis services, showcasing programs with proven track records. Note: Many people in treatment for SUDs are affected by mental disorders prior to the start of hepatitis treatment; mental disorders also may arise through the course of hepatitis treatment. Guidance for addressing co-occurring mental disorders is included throughout the TIP. Hepatitis-related issues specific to the treatment of mental disorders, not in the context of co-occurring SUDs, are covered in Appendix F. Part 2 is an online literature review for clinical supervisors, program administrators, and counselors interested in reviewing the medical literature on which this TIP is based. The literature review, available at http://www.kap.samhsa.gov, will be updated every 6 months for 5 years following publication of this TIP. Appended are: (1) Bibliography; (2) Glossary; (3) Hepatitis Resources; (4) Managing Side Effects of Hepatitis C Antiviral Treatment; (5) Medicinal Plants/Alternative Treatments Potentially Harmful to People Who Have Hepatitis; (6) Mental Health Treatment Considerations for People Who Have Chronic Viral Hepatitis C; (7) Motivational Interviewing and Counseling Resources; (8) Sources for Financial Assistance; (9) Hepatitis C Training Programs for Substance Abuse Treatment Program Staff; (10) Stakeholders Meeting Participants; (11) Field Reviewers; and (12) Acknowledgments. An index is included. (Contains 21 exhibits.) SUBJECT(S) Descriptor: Communicable Diseases Substance Abuse Comorbidity Mental Disorders Medical Services Screening Tests Counseling Techniques Chronic Illness Patient Education Genetics Clinical Diagnosis Diagnostic Tests Barriers Counselor Role Outcomes of Treatment Recidivism Behavior Disorders Drug Therapy Patients Needs Physician Patient Relationship Family Role Program Evaluation Prevention Immunization Programs Legal Problems Ethics Outreach Programs Readiness Acquired Immunodeficiency Syndrome (AIDS) Decision Making Therapy Social Influences Counselor Client Relationship Note(s): Audience: Counselors/ Administrators Document Type: Document (ED) Publication Type: Guides - Non-Classroom; Reports - Descriptive Date of Entry: 2012; JAN2017 Provider: OCLC Database: ERIC --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------