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CORK Bibliography: Curricula

45 citations. January 2009 to present

Prepared: September 2011

Butler KM; Rayens MK; Zhang M; Maggio LG; Riker C; Hahn EJ. Tobacco dependence treatment education for baccalaureate nursing students. Journal of Nursing Education 48(5): 249-254, 2009. (32 refs.)

Tobacco use is the leading cause of preventable disease and death in the United States. Nurses are effective interventionists for tobacco dependence treatment but lack the related education. This quasi-experimental study evaluated the impact of the Rx for Change: Clinician-Assisted Tobacco Cessation curriculum on baccalaureate nursing students' perceived knowledge, confidence, skills, and opinions related to tobacco dependence treatment. Cohort 1 completed a process evaluation to assess acceptability of the pretraining survey and intervention. Cohort 2 completed pretraining and posttraining surveys. A sub-sample received a 2-hour intervention, whereas other participants received 6 hours of training. Cohort 1 rated the pretraining survey instrument favorably. In cohort 2, the Rx for Change program had a positive impact on perceived knowledge, confidence, skills, and opinions. Outcomes did not differ based on duration of intervention or students' smoking status. Further research related to standardized content for tobacco dependence treatment is indicated.

Cape G. Movies as a vehicle to teach addiction medicine. International Review of Psychiatry 21(3, Special Issue): 213-217, 2009. (32 refs.)

Dependence on a substance and the role of medical practitioners in this health problem can be perceived as an enigma. Movies, as a tool for teaching, can be a powerful means of engaging, clarifying and educating students within the addiction medicine arena. Popular mythologies and stereotypes of drug use (including alcohol) and users in cinema can be explored within a learning environment aiding the understanding of this complex topic, thereby improving the therapeutic commitment to addiction medicine. There is a responsibility of the teacher to use this tool with care so as not to perpetuate the mythologies of addiction as often portrayed within commercial cinema. Tried and tested use of this potent educational aid, with suggestions for further development, are outlined in this article.

Caplan L; Stout C; Blumenthal DS. Training physicians to do office-based smoking cessation increases adherence to PHS Guidelines. Journal of Community Health 36(2): 238-243, 2011. (23 refs.)

Cigarette smoking is the leading cause of preventable mortality and morbidity in the United States. Healthcare providers can contribute significantly to the war against tobacco use; patients advised to quit smoking by their physicians are 1.6 times more likely to quit than patients not receiving physician advice. However, most smokers do not receive this advice when visiting their physicians. The Morehouse School of Medicine Tobacco Control Research Program was undertaken to develop best practices for implementing the "2000 Public Health Services Clinical Practice Guidelines on Treating Tobacco Use and Dependence" and the "Pathways to Freedom" tobacco cessation program among African American physicians in private practice and healthcare providers at community health centers. Ten focus groups were conducted; 82 healthcare professionals participated. Six major themes were identified as barriers to the provision of smoking cessation services. An intervention was developed based on these results and tested among Georgia community-based physicians. A total of 308 charts were abstracted both pre- and post-intervention. Charts were scored using a system awarding one point for each of the five "A's" recommended by the PHS guidelines (Ask, Advise, Assess, Assist, Arrange) employed during the patient visit. The mean pre-intervention five "A's" score was 1.29 compared to 1.90 post-intervention (P < 0.001). All charts had evidence of the first "A" ("asked") both pre- and post-intervention, and the other four "A's" all had statistically significant increases pre-to post-intervention. Conclusions: The results demonstrate that, with training of physicians, compliance with the PHS tobacco guidelines can be greatly improved.

Carise D; Brooks A; Alterman A; McLellan AT; Hoover V; Forman R. Implementing evidence-based practices in community treatment programs: Initial feasibility of a counselor "Toolkit". Substance Abuse 30(3): 239-243, 2009. (0 refs.)

Community substance abuse treatment programs face many barriers to adopting "evidence-based" therapies. Training budgets are inadequate to permit acquisition of complex skills, there is little clinical supervision available, and almost all counseling is done in group sessions. The authors adopted an approach widely used in the teaching field -- developing a resource "toolkit" for a specific topic, in this case, a Decisional Balance exercise often used in the evidence-based treatment approach of Motivational Interviewing. This trial toolkit was comprised of a DVD (televised during group to illustrate the clinical concept), a laminated counselor guide (to provide guidance and talking points for the counselor during group), and some worksheets and wallet cards for patients to retain key points (see Table 1). A feasibility trial assessed the acceptability, and sustainability of the "Decisional Balance" concept toolkit among 26 counselors and 210 of their patients, from 6 community-based substance abuse treatment programs. The great majority of patients (97%) and all counselors (100%) reported they were satisfied with the toolkit session; 84% of patients said they would like more groups like the toolkit session. Almost all counselors (96%) were still using at least one component of the toolkit 3 months after their initial exposure with no prompting. The toolkit curriculum-based approach may be a viable and attractive way of translating core concepts from sophisticated evidence-based therapies into use by counselors within contemporary, community-based treatment programs with minimal training.

Chan KG; Upi H; Gani R; Chang KH. Paediatric ward nurses' action intentions and attitudes towards quit smoking interventions and their knowledge on second-hand smoke. International Journal of Nursing Practice 17(2): 181-186, 2011. (28 refs.)

This survey study investigated the paediatric ward nurses for their action intentions and attitudes towards quit smoking-related interventions (QSRI), and knowledge related to effects of children's exposure to second-hand smoke (SHS) (n = 267). Results indicate that less than 2% of the nurses smoked, and a majority had a positive attitude towards QSRI. A majority also indicated that they would only assess children's parents' smoking status depending on the child's diagnosis on admission. The total mean scores for two knowledge items are relatively lower than the others. More than half of the participants (66%) indicated 'no' to 'documenting smoking status'. Differences in responses of the participants across the hospitals were statistically significant, chi 2 (2, n = 267) = 11.190, P < 0.05. About half of the participants did not know of any existing quit smoking clinics. The variation in the nurses' action intention towards various QSRI may be attributed to their busy workload and varying perceptions towards QSRI as a nursing priority. Results indicate the needs for knowledge related to impacts of children's exposure to SHS to be integrated into the basic nursing curriculum, support and affirmation from ward managers in the clinical settings to promote the initiatives to integrate QSRI in paediatric nursing settings.

Cleary M; Hunt GE; Malins G; Matheson S; Escott P. Drug and alcohol education for consumer workers and caregivers: A pilot project assessing attitudes toward persons with mental illness and problematic substance use. Archives of Psychiatric Nursing 23(2): 104-110, 2009. (37 refs.)

With the development of peer support networks in the mental health system, formal training should be provided regarding the adverse effects of substance use. Four educational workshops were conducted with caregivers and consumer workers to increase their knowledge and confidence to support people with a dual diagnosis. Workshops were evaluated through presurvey and postsurvey. The workshops were well received, and postworkshop, participants reported fewer negative attitudes toward people with a dual diagnosis and increased understanding and knowledge regarding substance misuse. This study highlights the effectiveness of targeted workshops for caregivers and consumer workers and advocates that nurses take a more active role in educational projects involving stakeholders.

Cordero ED; Israel T; White S; Park YS. Impact of instructor and course characteristics on the effectiveness of curriculum infusion. Journal of American College Health 59(2): 75-81, 2010. (25 refs.)

Objective: This study assessed the impact of Curriculum Infusion (Cl) on undergraduates' knowledge, attitudes, and behaviors regarding alcohol and other drug (AOD) use. The related effects of students' perceptions of instructors' credibility and immediacy were also examined. Participants: Participants were 309 undergraduates enrolled in 14 CI classes between Winter 2003 and Spring 2004. Methods: In a pretest-posttest design, participants were surveyed about their substance use, behavioral consequences of substance use, knowledge, and attitudes about alcohol, and their perceptions of the credibility and immediacy of their CI course instructors. Results: Findings indicate that students who perceived their Cl instructors as more credible and more immediate were more knowledgeable about alcohol and had healthier attitudes about substance use. Additionally, course size was found to contribute to CI's effectiveness. Conclusion: Cl provides faculty with an effective way to make a difference not only in their students' education but also in their health and well-being.

Corrigan MJ; Bill ML; Slater JR. The development of a substance abuse curriculum in a master's of social work program. Journal of Social Work Education 45(3): 513-520, 2009. (9 refs.)

Substance abuse has been identified as a significant social problem. Social work is uniquely positioned to affect this problem. Kennesaw State University has established a substance abuse concentration as part of its master's of social work program. The purpose of this article is to describe the development of this curriculum. The curriculum is based on a biopsychosocial view of human functioning and consists of 6 advanced courses: 2 practice, 2 behavior, I policy, and 1 seminar. Because of its proximity to the consequences, its ability to work at multiple societal levels, and its value base, it is imperative that the social work profession continues to embrace and enhance its role as a leader in treating and researching substance abuse issues.

Davis JM; Ramseier CA; Mattheos N; Schoonheim-Klein M; Compton S; Al-Hazmi N et al. Education of tobacco use prevention and cessation for dental professionals - a paradigm shift. International Dental Journal 60(1): 60-72, 2010. (88 refs.)

The use of tobacco continues to be a substantial risk factor in the development and progression of oral cancer, periodontitis, implant failure and poor wound healing. Dental and dental hygiene education providers have made great advances towards the incorporation of tobacco education into their curricula in recent years. Unfortunately, however, both medical and dental education research has consistently reported schools providing only basic knowledge-based curricula that rarely incorporate more effective, behaviourally-based components affecting long-term change. The limited training of oral healthcare students, at least in part, is reflected in practising dental professionals continuing to report offering incomplete tobacco interventions. In order to prepare the next generation of oral healthcare providers, this paper proposes a paradigm shift in how tobacco use prevention and cessation (TUPAC) may be incorporated into existing curricula. It is suggested that schools should carefully consider: to what level of competency should TUPAC be trained in dental and dental hygiene schools; the importance of establishing rapport through good communication skills; the core knowledge level for TUPAC; suggested instructional and assessment strategies; the importance of continuing professional education for the enhancement of TUPAC.

Davis JM; Stockdale MS; Cropper M. Evaluation of a comprehensive tobacco cessation curriculum for dental hygiene programs. Journal of Dental Education 74(5): 472-479, 2010. (29 refs.)

Dental health care providers continue to offer inconsistent and limited tobacco use cessation (TUC) interventions even though smoking-related morbidity and mortality continue to be a substantial health concern. Our purpose was to conduct a comprehensive, three-year (2003-06) TUC curriculum evaluation that included assessment of existing TUC education offered; dental hygiene educators' readiness to incorporate TUC education into the curriculum; and development of a pre-test/post-test assessment instrument and faculty development program. This curriculum study was carried out alongside a research study to evaluate the effectiveness of a peer-reviewed tobacco curriculum (Tobacco Free! Curriculum). Faculty members (baseline n=97; third-year n=42) from the twelve dental hygiene associate degree programs in Illinois participated in the study, which included a pre-treatment survey, six hours of on-site TUC curriculum training, and a post-treatment survey to determine the attitudes, perceived barriers, and current practices in tobacco education. Results showed an average increase of eighty-five minutes spent on tobacco education in the dental hygiene curriculum, a large positive increase in the percentage of faculty members who formally assessed the use of 5As and 5Rs (21 percent to 88 percent), and a dramatic increase (+100) in the percentage of faculty members who taught or included most of the thirteen TUC content areas following the introduction of the curriculum and training program.

De Jong C; Luycks L; Delicat JW. The master in addiction medicine program in The Netherlands. Substance Abuse 32(2, special issue): 108- 114, 2011. (15 refs.)

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.

Elek E; Wagstaff DA; Hecht ML. Effects of the 5th and 7th grade enhanced versions of the keepin' it Real substance use prevention curriculum. Journal of Drug Education 40(1, special issue): 61-79, 2010. (39 refs.)

This study assessed the outcomes of adapting the culturally-grounded, middle school, substance-use prevention intervention, keepin' it REAL (kiR), to target elementary school students and to address acculturation. At the beginning of 5th grade, 29 schools were randomly assigned to conditions obtained by crossing grade of implementation (5th, 7th, 5th + 7th, and control/comparison) by curriculum version [kiR-Plus vs. kiR-Acculturation Enhanced (AE)]. Students (n = 1984) completed 6 assessments through the end of 8th grade. The kiR curricula generally appear no more effective than the comparison schools' programming. Students receiving either version of the kiR intervention in only the 5th grade report greater increases in substance use than did control students. Receiving the kiR-AE version twice (both 5th and 7th grades) has benefits over receiving it once.

Faggiano F; Vigna-Taglianti F; Burkhart G; Bohrn K; Cuomo L; Gregori D. The effectiveness of a school-based substance abuse prevention program: 18-month follow-up of the EU-Dap cluster randomized controlled trial. Drug and Alcohol Dependence 108(1-2): 56-64, 2010. (52 refs.)

Aim: To evaluate the effectiveness of a school-based substance abuse prevention program developed in the EU-Dap study (EUropean Drug Addiction Prevention trial). Materials and methods: Cluster Randomized Controlled Trial. Seven European countries participated in the study; 170 schools (7079 pupils 12-14 years of age) were randomly assigned to one of three experimental conditions or to a control condition during the school year 2004/2005. The program consisted of a 12-h curriculum based on a comprehensive social influence approach. A pre-test survey assessing past and current substance use was conducted before the implementation of the program, while a post-test survey was carried out about 18 months after the pre-test. The association between program condition and change in substance use at post-test was expressed as adjusted prevalence odds ratio (POR), estimated by multilevel regression models. Results: Persisting beneficial program effects were found for episodes of drunkenness (any, POR = 0.80; 0.67-0.97; frequent, FOR = 0.62; 0.47-0.81) and for frequent cannabis use in the past 30 days (POR=0.74; 0.53-1.00), whereas daily cigarette smoking was not affected by the program as it was at the short-term follow-up. Baseline non-smokers that participated in the program progressed in tobacco consumption to a lower extent than those in the control condition, but no difference was detected in the proportion of quitters or reducers among baseline daily smokers. Conclusion: The experimental evaluation of an innovative school curriculum based on a comprehensive social influence approach, indicated persistent positive effects over 18 months for alcohol abuse and for cannabis use, but not for cigarette smoking.

Gruenewald PJ; Johnson K; Shamblen SR; Ogilvie KA; Collins D. Reducing adolescent use of harmful legal products: Intermediate effects of a community prevention intervention. Substance Use & Misuse 44(14): 2080-2098, 2009. (55 refs.)

Purpose: Preliminary results are presented from a feasibility study of a comprehensive community prevention intervention to reduce the use of inhalants and other harmful legal products (HLPs) among adolescents in three Alaskan frontier communities conducted in 2004-2007. The legal products used to get high include over-the-counter drugs, prescription drugs, and common household products. Community mobilization, environmental and school-based strategies were implemented to reduce access, enhance knowledge of risks, and improve assertiveness and refusal skills. Methods: Pre- and post-intervention survey data were collected from 5-7th grade students from schools in three communities using standardized instruments to assess knowledge, assertiveness, refusal skills, perceived availability, and intent to use. The intervention consisted of community mobilization and environmental strategies to reduce access to HLPs in the home, at school, and through retail establishments. In addition, the ThinkSmart curriculum was implemented in classrooms among 5th grade students to increase the knowledge of harmful effects of HLPs and improve the refusal skills. Data were analyzed using hierarchical linear models that enable corrections for correlated measurement error. Results: Significant increases in knowledge of harms related to HLP use and decreases in perceived availability of HLP products were observed. The environmental strategies were particularly effective in reducing the perceived availability of HLPs among 6th and 7th graders. Discussion: Although limited by the absence of randomized control groups in this preliminary study design, the results of this study provide encouragement to pursue mixed strategies for the reduction of HLP use among young people in Alaskan frontier communities.

Hanley S; Ringwalt C; Vincus AA; Ennett ST; Bowling JM; Haws SW et al. Implementing evidence-based substance use prevention curricula with fidelity: The role of teacher training. Journal of Drug Education 39(1): 39-58, 2009. (46 refs.)

It is widely recognized that teacher training affects the fidelity with which evidence-based substance use prevention curricula are implemented. We present the results of a 2005 survey of teachers from a nationally representative sample of 1721 public middle schools in the U.S. (78.1% response rate). We measured fidelity along two dimensions (adherence and dose) and also assessed the number of hours, recency, and perceived effectiveness of teachers' training, as well as the degree to which adherence was emphasized during training. Among teachers using evidence-based curricula, 35.3% reported following their curriculum guide very closely. The average proportion of lessons taught was 64.9%, and only 30.2% of teachers taught all the lessons in their curriculum. Analyses revealed that teachers whose training emphasized adherence were 5 times as likely to be more adherent. We present recommendations for training-related factors that may increase fidelity of implementation.

Hansen WB. Current and future directions in elementary school drug prevention. (editorial). Journal of Drug Education 40(1, special issue): 91-98, 2010. (16 refs.)

Hopfer S; Davis D; Kam JA; Shin Y; Elek E; Hecht ML. A review of elementary school-based substance use prevention programs: Identifying program attributes. (review). Journal of Drug Education Journal of Drug Education(1, special issue): 11-36, 2010. (67 refs.)

This article takes a systematic approach to reviewing substance use prevention programs introduced in elementary school (K-6th grade). Previous studies evaluating such programs among elementary school students showed mixed effects on subsequent substance use and related psychosocial factors. Thirty published evaluation studies of 24 elementary school-based substance use prevention programs were reviewed. The study selection criteria included searching for program evaluations from 1980 to 2008. Among 27 evaluation studies that examined program effects on substance use, 56% (n = 15) found significant decreases. In addition, programs most often demonstrated effects on increasing negative substance use attitudes, increasing knowledge, decreasing perceptions of prevalence rates (i.e., descriptive norms), and improving resistance skills. These results have implications for the appropriateness and value of introducing substance use prevention programs to youth in elementary school.

Iannucci R; Sanders K; Greenfield SF. A 4-Year curriculum on substance use disorders for psychiatry residents. Academic Psychiatry 33(1): 60-66, 2009. (18 refs.)

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.

Jackson AH; Alford DP; Dube CE; Saitz R. Internal medicine residency training for unhealthy alcohol and other drug use: Recommendations for curriculum design. BMC Medical Education 10: e-article: DOI:10.1186/1472-6920-10-22, 2010. (71 refs.)

Background: Unhealthy substance use is the spectrum from use that risks harm, to use associated with problems, to the diagnosable conditions of substance abuse and dependence, often referred to as substance abuse disorders. Despite the prevalence and impact of unhealthy substance use, medical education in this area remains lacking, not providing physicians with the necessary expertise to effectively address one of the most common and costly health conditions. Medical educators have begun to address the need for physician training in unhealthy substance use, and formal curricula have been developed and evaluated, though broad integration into busy residency curricula remains a challenge. Discussion: We review the development of unhealthy substance use related competencies, and describe a curriculum in unhealthy substance use that integrates these competencies into internal medicine resident physician training. We outline strategies to facilitate adoption of such curricula by the residency programs. This paper provides an outline for the actual implementation of the curriculum within the structure of a training program, with examples using common teaching venues. We describe and link the content to the core competencies mandated by the Accreditation Council for Graduate Medical Education, the formal accrediting body for residency training programs in the United States. Specific topics are recommended, with suggestions on how to integrate such teaching into existing internal medicine residency training program curricula. Summary: Given the burden of disease and effective interventions available that can be delivered by internal medicine physicians, teaching about unhealthy substance use must be incorporated into internal medicine residency training, and can be done within existing teaching venues.

Jani JS; Sowbel L; Smith-Osborne A; Yum J; Mollette A; Hall D; Bina R. Perceived preparedness and knowledge of substance abuse among recent MSW graduates: Advanced standing revisited. Journal of Social Work Practice in the Addictions 9(4): 381-399, 2009

The granting of advanced standing status to bachelor of social work (BSW) students, exempting them from foundation study in master of social work (MSW) programs, has been controversial. The authors examined differences between recent MSW graduates who had received (n = 87) and not received (n = 124) advanced standing status regarding their perceived preparedness and perceived knowledge to work with substance abuse issues. No statistically significant differences in mean scores were found. However, mean scores for both groups were moderate to low. Implications for substance abuse education and advanced standing in social work education are discussed.

Kothari D; Gourevitch MN; Lee JD; Grossman E; Truncali A; Ark TK et al. Undergraduate medical education in substance abuse: A review of the quality of the literature. (review). Academic Medicine 86(1): 98-112, 2011. (55 refs.)

Purpose: To prepare to develop a medical school curriculum on substance abuse disorders (SADs), the authors conducted a review of the quality of the sparse published literature. Method: The authors searched MEDLINE (1950 through December 2008) using OVID, PsycINFO, and PubMed to identify all studies of SAD interventions targeted toward undergraduate medical students. Of the 1,084 studies identified initially, 31 reported sufficient data to allow the authors to evaluate quality using Medical Education Research Study Quality Instrument (MERSQI) scores. The authors also determined the impact of the studies by considering three-year citation rate and journal impact factor. A detailed review of the literature provided data on contact hours and intervention content. Results: The three-rater intraclass correlation coefficient for total MERSQI score was 0.82 (95% confidence interval: 0.70-0.90). The mean MERSQI score was 10.42 of a possible 18 (SD 2.59; range: 6.33-14.83). MERSQI scores were higher for more recently published studies and correlated with three-year citation rate but not impact factor. The mean contact time for 26 studies was 29.25 hours (range: 0.83-200 hours). Conclusions: The literature provides a variety of educational methods to train medical students in SAD detection and intervention skills. This literature is of variable quality and provides limited guidance for development of curricula and medical education policy. Better methods of curriculum evaluation and publication guidelines would help ensure that this literature has a positive impact on educational practice and public health.

Lenz BK. Nursing students' response to tobacco cessation curricula in Minnesota baccalaureate nursing programs. Journal of Nursing Education 48(10): 566-573, 2009. (18 refs.)

Ensuring that RNs entering the profession possess the skills necessary to provide evidence-based tobacco cessation interventions to patients can substantially increase the number of smokers who are provided with such treatments. Quantitative descriptive survey data were collected in spring 2007 from two samples: 675 baccalaureate nursing students in their senior coursework and directors of 10 Minnesota baccalaureate nursing programs. Two of 10 programs contained all items of content and these students were significantly more knowledgeable, whereas 8 of the programs did not cover the content adequately and students were less knowledgeable. Minimal clinical application was reported by students in all 10 of the programs. Essential competencies regarding health promotion for tobacco cessation need to be established. Programs need to include all three domains of learning including cognitive, skill acquisition, and attitudes or beliefs.

Maffeo C; Chase P; Brown B; Tuohy K; Kalsekar I. My First Patient Program to introduce first-year pharmacy students to health promotion and disease prevention. American Journal of Pharmaceutical Education 73(6): 97, 2009. (8 refs.)

Objectives. To implement and assess the effectiveness of a program to teach pharmacy students the importance of taking personal responsibility for their health. Design. The My First Patient Program was created and lectures were incorporated into an existing first-year course to introduce the concepts of health beliefs, behavior modification, stress management, substance abuse, and nutrition. Each student received a comprehensive health screening and health risk assessment which they used to develop a personal health portfolio and identify strategies to attain and/or maintain their personal health goals. Assessment. Student learning was assessed through written assignments and student reflections, follow-up surveys, and course evaluations. Students' attainment of health goals and their ability to identify their personal health status illustrated the positive impact of the program. Conclusion. This program serves as a model for colleges and schools of pharmacy and for other health professions in the instruction of health promotion, disease prevention, and behavior modification.

Mallow A; Ward K. Helping students to understand the link between substance use and intimate partner violence. Journal of Teaching in the Addictions 8(1/2): 51-64, 2009. (38 refs.)

Students studying addictive diseases must come to understand, among other issues, the interplay between intimate partner violence (IPV) and substance abuse. Statistics are important, but case examples elucidate for the students what to "listen" for in their meetings with clients. The purpose of this article is to provide several case examples of addiction and IPV and the connection between the two, and to promote classroom discussion as to how to intervene when both issues are present in a client's life.

Martin V; Molina AJ; Fernandez D; Fernandez T; de Abajo S; Delgado M. Effectiveness of a course on the prevention and control of the smoking habit on its prevalence and incidence among students of health sciences. Journal of Advanced Nursing 67(4): 747-755, 2011. (31 refs.)

Aim. This paper is a report of the effectiveness of a tobacco use prevention and control course on health sciences students' smoking prevalence and incidence. Background. Although it is known that the intervention of health professionals in their patients' tobacco use can be affected by their own habit, very few studies have analysed the effect of specific tobacco-oriented training on smoking among health science students. Methods. This study is a quasi-experimental study of community intervention. During the years 2005-2008, a total of 290 health science students on the intervention campus and 256 on the control campus took part in the study. In the former, the intervention consisted of a course on the prevention and control of tobacco use for students, which was not offered on the control campus. Data about tobacco use and socio-demographic variables were collected by means of a questionnaire before and 6 months after the intervention. Results. Prevalence of tobacco use decreased in the intervention group (-1 center dot 1%) and increased in the control group (1 center dot 5%). The risk of acquiring the habit was almost three times higher in the control group than in the intervention group and the probability of cessation was 40% higher in the intervention group and correlated with nicotine dependence. Conclusion. The intervention suggests the effect on habit acquisition was slight but not so on cessation. Preventive interventions should be carried out before students go to university, while more specific cessation programmes are required to reduce tobacco use among students.

Newton NC; Teesson M; Vogl LE; Andrews G. Internet-based prevention for alcohol and cannabis use: Final results of the Climate Schools course. Addiction 105(4): 749-759, 2010. (45 refs.)

Aims: To establish the long-term efficacy of a universal internet-based alcohol and cannabis prevention programme in schools. Methods: A cluster-randomized controlled trial was conducted to assess the effectiveness of the Climate Schools: Alcohol and Cannabis Course. The evidence-based course, aimed at reducing alcohol and cannabis use, is facilitated by the internet and consists of 12 novel and curriculum consistent lessons delivered over 6 months. Participants: A total of 764 year 8 students (13 years) from 10 Australian secondary schools were allocated randomly to the internet-based prevention programme (n = 397, five schools), or to their usual health classes (n = 367, five schools). Measures: Participants were assessed at baseline, immediately post, and 6 and 12 months following completion of the intervention, on measures of alcohol and cannabis knowledge, attitudes, use and related harms. Results: This paper reports the final results of the intervention trial, 12 months following the completion of the Climate Schools: Alcohol and Cannabis Course. The effectiveness of the course 6 months following the intervention has been reported previously. At the 12-month follow-up, compared to the control group, students in the intervention group showed significant improvements in alcohol and cannabis knowledge, a reduction in average weekly alcohol consumption and a reduction in frequency of drinking to excess. No differences between groups were found on alcohol expectancies, cannabis attitudes or alcohol- and cannabis-related harms. The course was found to be acceptable by teachers and students as a means of delivering drug education in schools. Conclusions: Internet-based prevention programs for school-age children can improve student's knowledge about alcohol and cannabis, and may also reduce alcohol use twelve months after completion.

Newton NC; Vogl LE; Teesson M; Andrews G. CLIMATE Schools: alcohol module: cross-validation of a school-based prevention programme for alcohol misuse. Australian and New Zealand Journal of Psychiatry 43(3): 201-207, 2009. (36 refs.)

Objective: The aim of the present study was to conduct a cross-validation trial of the efficacy of a computerized school-based intervention for alcohol misuse in adolescents. Method: A cluster randomized control trial was carried out. Intervention and control groups were assessed at baseline, immediately after and 6 months after the intervention. A total of 764 Year 8 students from 10 independent secondary schools in Sydney, Australia participated in the study. Half of the schools were randomly allocated to the computerized prevention programme (n=397), and half to their usual classes (n=367). The six-lesson computerized intervention was evidence and curriculum based while having a focus on harm-minimization. Knowledge, expectancies, alcohol consumption (frequency, quantity and binging), patterns of use, and harms associated with one's own use of alcohol were assessed. Results: There were significant improvements in knowledge regarding alcohol use at immediate and 6 month follow up. Average weekly alcohol consumption was reduced immediately after the intervention. No differences between groups were found on alcohol expectancies, frequency of drinking to excess and harms related to alcohol use over time. Conclusions: The present results support the Climate Management and Treatment Education (CLIMATE) Schools: alcohol module as an effective intervention in increasing alcohol knowledge and reducing alcohol use in the short term.

Paley B; O'Connor MJ; Baillie SJ; Guiton G; Stuber ML. Integrating case topics in medical school curriculum to enhance multiple skill learning: Using fetal alcohol spectrum disorders as an exemplary case. Academic Psychiatry 33(2): 143-148, 2009. (10 refs.)

Objectives: This article describes the use of fetal alcohol spectrum disorders (FASDs) as a theme to connect the learning of basic neurosciences with clinical applications across the age span within a systems-based, integrated curricular structure that emphasizes problem-based learning. Methods: In collaboration with the Centers for Disease Control and Prevention (CDC) and the National Organization on Fetal Alcohol Syndrome, the Western Regional Training Center for Fetal Alcohol Exposure at UCLA developed and integrated educational materials on FASDs into the curriculum for first-year medical students. Results: Quantitative and qualitative evaluations suggested materials were effective in enhancing student knowledge and skills related to FASDs, as well as embryology, brain development, substance abuse, developmental psychopathology, and medical ethics. Conclusion: The use of a unifying theme integrating basic science and clinical information and skills is effective for medical student training in the prevention and treatment of common medical problems.

Parsai MB; Castro FG; Marsiglia FF; Harthun ML; Valdez H. Using community based participatory research to create a culturally grounded intervention for parents and youth to prevent risky behaviors. Prevention Science 12(1): 34-47, 2011. (58 refs.)

The principal goal of this article is to contribute to the field of prevention science by providing a sequential description of how Community Based Participatory Research (CBPR) was used to develop a parent education curriculum aimed at preventing and decreasing adolescent drug use and risky sexual behaviors. CBPR principles are outlined, and information is provided on the unique contributions of researchers and community members who came together to develop this parent education program. Focus group information is presented as an exemplar to illustrate how thematic content from focus groups was used to inform the development of this parent education curriculum. A step by step description is given to facilitate replication of this process by other prevention researchers who are interested in applying this CBPR approach to develop a culturally responsive parent education intervention.

Pendharkar B; Levy SM; McQuistan MR; Qian F; Squier CA; Slach NA et al. Fourth-year dental students' perceived barriers to providing tobacco intervention services. Journal of Dental Education 74(10): 1074-1085, 2010. (48 refs.)

In order to facilitate effective tobacco cessation services within dental school clinics, it is necessary to understand the perceived barriers encountered by dental students while providing these services. The aim of this study was to identify which factors fourth-year dental students perceive to be associated with barriers to providing tobacco intervention services. A written survey was developed and completed by incoming fourth-year dental students (a convenience sample of seventy students) at the University of Iowa College of Dentistry in 2008. The survey assessed the perceived barriers to providing tobacco intervention services and related factors. Descriptive, bivariate, and linear regression analyses were conducted. The response rate was 97 percent. The most frequently reported barriers were patients' resistance to tobacco intervention services (96 percent), inadequate time available for tobacco intervention services (96 percent), and forgetting to give tobacco intervention advice (91 percent). The following variables were significantly (p<0.05) related to greater perceived barriers in providing tobacco intervention services: lower "adequacy of tobacco intervention curriculum coverage of specific topics covered over the previous three years" and greater "perceived importance of incorporating objective structured clinical examination teaching method for learning tobacco intervention." Students probably could benefit from additional didactic training, but most important may be enhanced clinical experiences and faculty reinforcement to facilitate effective practical student learning and adaptation for future delivery of intervention services in private practice settings.

Quinn G. Institutional denial or minimization: Substance abuse training in social work education. Substance Abuse 31(1): 8-11, 2010. (12 refs.)

Substance abuse in the United States has reached catastrophic proportions. 23.6 million people needed treatment for an illicit drug or alcohol use problem. According to the National Association of Social Workers, 60% of all mental health services are carried out by social workers. Therefore, social workers are in a critical and unique position to address substance abuse. This study examined the education and training new social workers receive at 216 graduate programs accredited or in-candidacy for accreditation by the Council of Social Work Education. An overwhelming number did not have substance abuse courses as a requirement for all students, and a significant number did not have one course dedicated to substance abuse. These astounding deficiencies can only be described as an institutional denial or minimization.

Rastegar DA; Bertram A; Sisson SD. Use of an internet-based curriculum to teach internal medicine residents about addiction. Journal of Addiction Medicine 4(4): 233-235, 2010. (21 refs.)

Objectives: Addiction is an important and common health problem. Many internal medicine training programs do not offer structured training in addiction; as a result, residents often report feeling unprepared in caring for patients with this problem. We developed an Internet-based curriculum to teach internal medicine residents about evaluating and treating patients with substance use disorders. Methods: Three educational modules on addiction were developed and posted on an established Web site that provides an internal medicine curriculum for training programs throughout the United States. Baseline and posttest questions were tested and validated by having house officers and addiction medicine faculty members complete the tests. We compared baseline pretest scores between first (PGY-1) and third year (PGY-3) residents to assess baseline knowledge and pretest and posttest scores for the entire cohort to assess the impact of the modules. Results: Each module was completed by over 1200 residents at 86 different training programs. Although overall baseline pretest scores were better among PGY-3 than PGY-1 residents (mean 58% vs 55%; P < 0.05), the difference between the 2 groups for individual modules was not significant. The mean baseline pretest score was 56.4% and posttest score was 74.8%, a difference that was statistically significant (P < 0.001). When asked to rate the educational value of the program, the residents gave it a mean score of 4.2 on a 5-point Likert scale (1 = not instructive; 5 = highly instructive). Conclusions: Internet-based curricula can be an effective tool to disseminate knowledge on addiction to trainees. Learners show an improvement in testing scores and rate these programs highly.

Richmond R; Zwar N; Taylor R; Hunnisett J; Hyslop F. Teaching about tobacco in medical schools: A worldwide study. Drug and Alcohol Review 28(5): 484-497, 2009. (50 refs.)

Introduction and Aims. As medical practitioners of the future, medical students should be taught about tobacco control strategies and smoking cessation interventions. By including education about tobacco in the medical curricula, they can be informed about the health effects of tobacco use and learn to assist smokers to quit. Our study aimed to estimate the extent of teaching about tobacco and smoking cessation techniques in medical schools worldwide and compare with results we reported 10 years ago, to determine the content of curricula and range of teaching formats and to identify barriers to teaching about tobacco in medical schools and solutions. Design and Methods. A cross-sectional survey of all existing medical schools (n = 2090) in 171 countries was conducted. A questionnaire was designed, translated and sent to all medical schools. Main outcome measures included whether and how tobacco is taught; comparisons with the survey conducted 10 years ago; tobacco content in the curriculum; format of teaching; and barriers to teaching and solutions. Results. 665 medical schools from 109 countries completed the full questionnaire, with a response rate of 31.8% from medical schools and 64% of countries and consisting of 39% of medical schools in developed and 28% in less developed countries. A further 67 medical schools responded to a single question on whether they taught about tobacco. The total response rate was 35%. Of 561 medical schools responding to questions on teaching options, 27% of medical schools taught a specific module on tobacco compared with only 11% in our survey of medical schools conducted a decade ago; 77% integrated teaching on tobacco with other topics compared with 40% 10 years ago; 31% taught about tobacco informally as the topic arose (vs. 58%) and 4% did not teach about tobacco (vs. 12%). Most common topics taught were: health effects of smoking (94%), health effects of passive smoking (84.5%), epidemiology of tobacco use (81%), nicotine dependence (78%) and taking a smoking history (75%). Most popular method of teaching was by lectures (78%), case study discussions and problem-based learning exercises (51%), class readings 46%, in the clinical setting with real patients (45%), special projects and assignments (45%) and patient-centred teaching approaches, such as role plays (31%). Significantly, more barriers to teaching were identified by less developed countries (> 60%) including: lack of available teaching time in the medical program, limited organisational ability to include new subjects, lack of staff resources to teach, lack of current plans to introduce a tobacco curriculum, lack of a key person to champion and organise teaching, lack of financial resources and lack of incentives or advantages to teach. A majority described solutions to these problems. A case study of education on tobacco throughout the medical curriculum is presented. Discussion and Conclusions. We found an encouraging increase in the extent of teaching on tobacco in medical schools over 10 years. We report that although progress has been made to address the teaching of tobacco in medical schools worldwide, there is a great deal more effort required so that education on tobacco is an ongoing part of medical curricula. The teaching content is generally based on evidence-based smoking cessation guidelines.

Ringwalt CL; Clark HK; Hanley S; Shamblen SR; Flewelling RL. The effects of Project ALERT one year past curriculum completion. Prevention Science 11(2): 172-184, 2010. (42 refs.)

School-based drug prevention curricula constitute the nation's most prevalent strategy to prevent adolescent drug use. We evaluated the effects of one such curriculum, Project ALERT, on adolescent substance use. In particular, we sought to determine if a single effect on 30-day alcohol use, noted shortly following the completion of the 2-year program, could be detected 1 year later. We also looked for delayed effects on other outcomes of interest, namely lifetime alcohol use, and 30-day and lifetime use of cigarettes, marijuana, and inhalants. We employed a randomized controlled trial that used school as the unit of assignment. Thirty-four schools with grades 6-8 from 11 states completed the study. Seventy-one Project ALERT instructors taught 11 core lessons to sixth graders and 3 booster lessons to seventh graders. Students were assessed prior to the onset of the intervention, as sixth graders, after the completion of the 2-year curriculum, as seventh graders, and again 1 year later as eighth graders. This paper examines data from the pretest and final posttest. Using hierarchical nonlinear modeling, we found that our earlier effect on 30-day alcohol use did not persist. Further, we continued to find no effects for lifetime alcohol use and both the lifetime and 30-day use of cigarettes, marijuana, and inhalants. Our findings do not support the long-term effectiveness of Project ALERT, when delivered to sixth graders.

Ringwalt C; Hecht ML; Hopfer S. Drug prevention in elementary schools: An introduction to the special issue. (editorial). Journal of Drug Education 40(1, special issue): 1-9, 2010. (36 refs.)

Ringwalt C; Pankratz M; Gottfredson N; Jackson-Newsom J; Dusenbury L; Giles S et al. The effects of students' curriculum engagement, attitudes toward their teachers, and perception of their teachers' skills on school-based prevention curriculum outcomes. Journal of Drug Education 39(3): 223-237, 2009. (44 refs.)

We examined the association between changes in the substances and mediating variables targeted by the All Stars drug prevention curriculum, and students' engagement in and enjoyment of the curriculum, their attitudes toward their teachers, and their perceptions of their teachers' skills. Forty-eight school staff administered at least one All Stars class, for up to three consecutive years, to their seventh grade students in 107 classes in a large Midwestern school district. A sample of 2428 students completed a linked pretest and post-test, for a response rate of 91%. We found that students' engagement in and enjoyment of the curriculum, their attitudes toward their teachers, and their perceptions of their teachers' skill were all associated with positive changes in the curriculum's five mediators, but not with changes in students' substance use per se. Study findings suggest the importance of these three attributes to the achievement of the objectives of prevention curricula.

Ritchie L; Evans MK; Matthews J. Nursing students' and clinical instructors' perceptions on the implementation of a best practice guideline. Journal of Nursing Education 49(4): 223-227, 2010. (23 refs.)

A university nursing program in Ontario, Canada initiated the process of implementing the Registered Nurses' Association of Ontario best practice guideline (BPG) on smoking cessation into the curriculum. This study explored nursing students' and clinical instructors' perceptions regarding the implementation of the BPG in their practice to support faculty in the development of a curriculum that promotes smoking cessation and the competencies necessary for graduates to implement health promotion skills in practice. Four student nurses and two clinical instructors participated in semistructured interviews. Four major themes were identified through the data analysis process: personal and professional self, health "preaching," developmental perspective, and environmental constraints. This study presents a curricular model for health promotion practice incorporating the components of primary health care, health promotion counseling, smoking cessation BPG, and sociopolitical context.

Robertson AA; Gardner S; Xu XH; Costello H. The impact of remedial intervention on 3-year recidivism among first-time DUI offenders in Mississippi. Accident Analysis and Prevention 41(5): 1080-1086, 2009. (46 refs.)

This study examines the impact of the Mississippi Alcohol Safety Education Program (MASEP), a court-mandated intervention program, on 3-year recidivism rates among first-time DUI offenders (i.e. those convicted of a first offense for driving under the influence of alcohol or another drug). It also examines whether a new version of the curriculum that incorporates activities to enhance motivation for change further ameliorates recidivism. Cox proportional hazard regression models are used to compare recidivism rates among DUI offenders who completed MASEP with those who did not complete or who failed to enroll in the program. Recidivism rates were also compared for MASEP participants across time periods during which curriculum revisions were introduced. The hazard of recidivism was lower for individuals who completed the program than for individuals who did not complete or did not enroll in the program. Recidivism rates were further reduced following the introduction of curriculum revisions. Attendance of court-mandated remedial intervention programs lower subsequent DUI arrests and program content is associated with lower rates.

Sreeramareddy CT; Suri S; Menezes RG; Kumar HNH; Rahman M; Islam MR et al. Self-reported tobacco smoking practices among medical students and their perceptions towards training about tobacco smoking in medical curricula: A cross-sectional, questionnaire survey in Malaysia, India, Pakistan, Nepal, and Bangladesh. Substance Abuse Treatment, Prevention and Policy 5: e-article 29, 2010. (28 refs.)

Background: Tobacco smoking issues in developing countries are usually taught non-systematically as and when the topic arose. The World Health Organisation and Global Health Professional Student Survey (GHPSS) have suggested introducing a separate integrated tobacco module into medical school curricula. Our aim was to assess medical students' tobacco smoking habits, their practices towards patients' smoking habits and attitude towards teaching about smoking in medical schools. Methods: A cross-sectional questionnaire survey was carried out among final year undergraduate medical students in Malaysia, India, Nepal, Pakistan, and Bangladesh. An anonymous, self-administered questionnaire included items on demographic information, students' current practices about patients' tobacco smoking habits, their perception towards tobacco education in medical schools on a five point Likert scale. Questions about tobacco smoking habits were adapted from GHPSS questionnaire. An 'ever smoker' was defined as one who had smoked during lifetime, even if had tried a few puffs once or twice. 'Current smoker' was defined as those who had smoked tobacco product on one or more days in the preceding month of the survey. Descriptive statistics were calculated. Results: Overall response rate was 81.6% (922/1130). Median age was 22 years while 50.7% were males and 48.2% were females. The overall prevalence of 'ever smokers' and 'current smokers' was 31.7% and 13.1% respectively. A majority (> 80%) of students asked the patients about their smoking habits during clinical postings/clerkships. Only a third of them did counselling, and assessed the patients' willingness to quit. Majority of the students agreed about doctors' role in tobacco control as being role models, competence in smoking cessation methods, counseling, and the need for training about tobacco cessation in medical schools. About 50% agreed that current curriculum teaches about tobacco smoking but not systematically and should be included as a separate module. Majority of the students indicated that topics about health effects, nicotine addiction and its treatment, counselling, prevention of relapse were important or very important in training about tobacco smoking. Conclusion: Medical educators should consider revising medical curricula to improve training about tobacco smoking cessation in medical schools. Our results should be supported by surveys from other medical schools in developing countries of Asia.

Sullivan MD; Gaster B; Russo J et al. Randomized trial of web-based training about opioid therapy for chronic pain. Clinical Journal of Pain 26: 512-517, 2010. (18 refs.)

Aims: This randomized clinical trial was conducted to determine if an interactive web-based training focusing on shared decision making for chronic opioid therapy improved knowledge and competence compared with exposure to practice guidelines. Methods: The participants in this trial were internal medicine residents from five residencies participating in the Residency Review Committee for Internal Medicine's Educational Innovations Project. The participants were randomized to different modes of training on the use of opioid therapy for CNCP emphasizing a comprehensive plan of care and mutually negotiated goals: 1) Collaborative Opioid Prescribing Education (COPE), an interactive web-based training utilizing case vignettes of real time, simulated clinical interactions; or, 2) the Veterans Affairs (VA)/Department of Defense Clinical Practice Guideline for the Management of Opioid Therapy for Chronic Pain, a text-based set of management algorithms. The following outcomes were assessed both pre- and postintervention utilizing validated instruments: 1) knowledge of the role of opioids in CNCP; 2) self-rated competence in the management of CNCP and opioid prescribing; 3) physician satisfaction in caring for patients with CNCP; 4) physician patient-centeredness; 5) satisfaction with training; and, 6) the use of four core management strategies (frequency of prescribing opioids, use of urine toxicology screening, patient treatment agreements, and opioid contracts) over a 2-month period. Statistical analyses were conducted using both an intention-to-treat paradigm to investigate main effects, interactions, and influence of time, and then, only the residents who completed the pre- and post-training assessments to determine the measures that differed across training. Results: Initially, 570 residents were eligible to participate and 213 were consented for randomization. Both pre- and post-training tests were completed by 143 residents, and 70 residents were missing one or both tests. No significant group differences were found across interventions or between those with and without missing data. Analyses of the training showed significant differences over time and between the two interventions. The web training group had greater increase in knowledge with training and greater self-rated competence in the management of outpatients with chronic pain, including the use of opioids in this management. While residents in both groups reported more satisfaction with managing chronic pain care after training, the web training was superior regarding concerns about training adequacy and relationship quality. For example, about 30% of the web-trained group reported that they did not feel competent managing outpatients with CNCP compared to over 40% of the guideline-trained group. Both groups of residents reported increased satisfaction as the year of residency training increased. The web-based training produced greater improvements on the subscales of training adequacy and relationship quality, but not on those relating to adequacy of data collection, appropriate use of time, and patient's cooperative nature. Similarly, physician patient-centeredness and information sharing increased with training, but there were no group differences. Both groups reported they were less likely to prescribe opioids when requested by patients and more likely to complete opioid contracts and patient treatment agreements. Discussion: This educational trial demonstrated that exposure to an interactive web-based training focused on shared decision-making and communication skills was more effective than exposure to compatible practice guidelines for knowledge and self-reported competence in the management of chronic pain. Both types of training improved satisfaction with chronic pain clinical encounters, especially in more experienced residents. The web-based training produced greater improvement than the guideline-based training on measures of training adequacy and relationship quality facets of satisfaction.

Tontchev GV; Housel TR; Callahan JF; Kunz KB; Miller MM; Blondell RD. Specialized training on addictions for physicians in the United States. Substance Abuse 32(2, special issue): 84- 92, 2011. (7 refs.)

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.

Torabi MR; Tao R; Jay SJ; Olcott C. A cross-sectional survey on the inclusion of tobacco prevention/cessation, nutrition/diet, and exercise physiology/fitness education in medical school curricula. Journal of the National Medical Association 103(5): 400-406, 2011. (49 refs.)

Chronic diseases are currently the major cause of death and disability worldwide. Addressing the main causes of chronic diseases from a preventive perspective is imperative for halting a continual increase in premature deaths. Physicians occupy a unique position to assist individuals with chronic disease prevention. Hence, medical school is an opportunity to prepare physicians for preventive interventions with patients at risk for developing chronic diseases. This study asserts that education on chronic disease prevention that targets tobacco cessation/prevention, nutrition/diet, and exercise physiology/fitness is a key aspect of medical school curricula. However, many US medical schools do not include all 3 components in their curricula. This study investigates the extent to which medical school curricula include the above 3 areas. Two methods were utilized for the study: (1) a cross-sectional survey was given to the associate dean of academic affairs of 129 US medical schools and (2) relevant data were retrieved from the Association of American Medical Colleges. Findings support the notion that medical schools are in need of increased curricula covering tobacco prevention/cessation, nutrition/diet, and exercise physiology/fitness. Results indicate that exercise physiology/fitness was the area receiving the least attention in medical schools. Ultimately, this study's purpose was to provide a basis for determining whether inclusion of these 3 subjects in medical school curricula has any significant effect on training future doctors to meet the needs of growing numbers of individuals with chronic disease.

Viets VL; Baca C; Verney SP; Venner K; Parker T; Wallerstein N. Reducing health disparities through a culturally centered mentorship program for minority faculty: The Southwest Addictions Research Group (SARG) experience. Academic Medicine 84(8): 1118-1126, 2009. (38 refs.)

Purpose: Ethnic minority faculty members are vastly underrepresented in academia. Yet, the presence of these individuals in academic institutions is crucial, particularly because their professional endeavors often target issues of health disparities. One promising way to attract and retain ethnic minority faculty is to provide them with formal mentorship. This report describes a culturally centered mentorship program, the Southwest Addictions ResearchGroup (SARG, 2003-2007), at the University of New Mexico (UNM) that trained a cadre of minority researchers dedicated to reducing health disparities associated with substance abuse. Method: The SARG was based at UNM's School of Medicine's Institute for Public Health, in partnership with the UNM's Center on Alcoholism, Substance Abuse, and Addictions. The program consisted of regular research meetings, collaboration with the Community Advisory Board, monthly symposia with renowned professionals, pilot projects, and conference support. The authors collected data on mentee research productivity as outcomes and conducted separate mentee and mentor focus-group interviews to assess the strengths and weaknesses of the SARG program. Results: The SARG yielded positive outcomes as evidenced by mentee increase in grant submissions, publications, and professional presentations. Focus-group qualitative data highlighted program and institutional barriers as well as successes that surfaced during the program. Based on this evaluation, a Culturally Centered Mentorship Model (CCMM) emerged. Conclusions: The CCMM can help counter institutional challenges by valuing culture, community service, and community-based participatory research to support the recruitment and advancement of ethnic minority faculty members in academia.

Vincus AA; Ringwalt C; Harris MS; Shamblen SR. A short-term, quasi-experimental evaluation of D.A.R.E.'s revised elementary school curriculum. Journal of Drug Education 40(1, special issue): 37-49, 2010. (37 refs.)

We present the short-term results of a quasi-experimental evaluation of the revised DARE. (Drug Abuse Resistance Education) curriculum. Study outcomes examined were D.A.R.E.'s effects on three substances, namely students' lifetime and 30-day use of tobacco, alcohol, and marijuana, as well as their school attendance and academic performance. The study comprised students in 17 urban schools, each of which served as its own control; 5th graders in the 2006-2007 school year constituted the comparison group (n = 1490), and those enrolled as 5th graders in the 2007-2008 school year constituted the intervention group (n = 1450). We found no intervention effect on students' substance use for any of the substance use outcomes assessed. We did find that students were more likely to attend school on days they received DARE. lessons and that students in the intervention group were more likely to have been suspended. Study findings provide little support for the implementation and dissemination of the revised D.A.R.E. curriculum.

Yang T; Yang X; Lv Q; Zhao Q; Ke X. Special communication: China's first historic efforts to develop a tobacco control advocacy workforce via schools of public health. Tobacco Control 18(5): 422-424, 2009. (7 refs.)

This paper provides an overview of a recent 18-month project which set out for the first time to introduce training on tobacco control into the curricula of public health courses in Chinese universities. The aim was to produce graduates with appropriate knowledge and skills to be effective in advocating for policies that could lead to the reduction of tobacco use. Results from this initial project involving seven universities have been encouraging and the new curriculum is to be implemented, with some changes, on a wider scale throughout China. Each of the universities also successfully introduced a smoke-free campus policy and the aim is to extend this policy.