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Opioid Use Disorder Curriculum: Preclerkship Pharmacology Case-Based Learning Session.
Taldone, Sabrina; Lemmon, Sandra; Bianco, Suzy; Onge, Joan St; Ford, Henri; Cox, Lindsay; Serota, David P; Roy, Sabita; Onugha, Jason; Forrest, David W; Bartholomew, Tyler; Tookes, Hansel E.
  • Taldone S; Assistant Professor, Department of Medicine, University of Miami Leonard M. Miller School of Medicine.
  • Lemmon S; Professor, Department of Molecular and Cellular Pharmacology, University of Miami Leonard M. Miller School of Medicine.
  • Bianco S; Pharmacist, Department of Molecular and Cellular Pharmacology, University of Miami Leonard M. Miller School of Medicine.
  • Onge JS; Professor, Department of Medicine, University of Miami Leonard M. Miller School of Medicine.
  • Ford H; Dean and Chief Academic Officer, University of Miami Leonard M. Miller School of Medicine.
  • Cox L; Resident, Department of Psychiatry, University of Miami Leonard M. Miller School of Medicine.
  • Serota DP; Assistant Professor, Department of Medicine, University of Miami Leonard M. Miller School of Medicine.
  • Roy S; Professor, Department of Surgery, University of Miami Leonard M. Miller School of Medicine.
  • Onugha J; Resident, Department of Medicine, University of Miami Leonard M. Miller School of Medicine.
  • Forrest DW; Associate Professor, Department of Public Health Sciences, University of Miami Leonard M. Miller School of Medicine.
  • Bartholomew T; Assistant Professor, Department of Public Health Sciences, University of Miami Leonard M. Miller School of Medicine.
  • Tookes HE; Associate Professor, Department of Medicine, University of Miami Leonard M. Miller School of Medicine.
MedEdPORTAL ; 18: 11255, 2022.
Article in English | MEDLINE | ID: covidwho-1865664
ABSTRACT

Introduction:

During the first year of the COVID-19 pandemic, over 93,000 Americans lost their lives to a preventable overdose. Medications for opioid use disorder (OUD) have been shown to decrease mortality in OUD but are underutilized. Through this case-based learning exercise, first-year medical students applied physiologic and pharmacologic principles to the diagnosis and treatment of OUD.

Methods:

Faculty facilitated a case discussion over a 1-hour large-group case-based learning (CBL) session. Facilitators utilized PowerPoint slides to illustrate graphs and figures while discussing the case. To evaluate students on the CBL learning objectives, three pharmacology exam questions were administered; students also evaluated the CBL's effectiveness in meeting educational objectives on three Likert-scale questions and via open-ended feedback.

Results:

First-year medical students (n = 200) completed the CBL. The mean score on the exam questions was 91%. Students agreed or strongly agreed that the CBL was an effective way to learn pharmacology principles (69%), that it reinforced pharmacologic fundamentals (70%), and that it showed how pharmacology fundamentals were important in the real world of clinical medicine (86%). Qualitative feedback on the CBL was generally positive, including satisfaction with the small-group setting and practical applications of pharmacology to clinical practice.

Discussion:

This CBL exercise contains content critical for preparing students to combat the modern opioid epidemic. The exercise provides an opportunity for learners to review fundamental pharmacodynamic and pharmacokinetic principles so as to ready them for clinical clerkships and beyond.
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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Medical / COVID-19 Drug Treatment / Opioid-Related Disorders Type of study: Experimental Studies / Prognostic study / Qualitative research Limits: Humans Language: English Journal: MedEdPORTAL Year: 2022 Document Type: Article

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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Medical / COVID-19 Drug Treatment / Opioid-Related Disorders Type of study: Experimental Studies / Prognostic study / Qualitative research Limits: Humans Language: English Journal: MedEdPORTAL Year: 2022 Document Type: Article