Educating treatment professionals about addiction science research: demographics of knowledge and belief changes.
Educating treatment professionals about addiction science research: demographics of knowledge and belief changes.
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对治疗专业人员进行有关成瘾科学研究的教育：知识和信仰变化的人口统计。
DOI：
10.1081/ja-120038685
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发表时间：
2004
影响因子：
2
通讯作者：
Erickson,CarltonK
中科院分区：
文献类型：
--
作者：
Lawson,KennethA;Wilcox,RichardE;Littlefield,JohnH;Pituch,KeenanA;Erickson,CarltonK
将准确、客观、及时的科学信息传达给治疗专业人员是很重要的，尤其是在“药物滥用”和成瘾领域，错误信息和缺乏接触新信息是很常见的。本研究的目的是评估2000年7月至2001年8月期间在美国和波多黎各举行的针对治疗专业人员（N= 1403）的成瘾科学教育讲习班（3或6小时）所带来的知识和信念变化。每个研讨会涵盖三个主要概念：(1)术语和定义；(2)成瘾的基本神经化学；(3)新的神经生物学知识将如何影响未来的成瘾治疗。采用方差分析比较性别、年龄、职业/职位和种族/民族四个自变量水平的测前和测后平均变化得分。讲习班参与者在成瘾知识方面取得了显著进步，年轻群体取得了更大的进步。参与者的信念朝着期望的方向转变。信念转变在职业和性别群体之间存在显著差异，但在种族/民族或年龄群体之间没有显著差异。政策信念子量表也有一致的变化，这与观众对成瘾研究的重要性的强烈程度有关。我们的结论是，向治疗专业人员提供成瘾科学教育可以增加他们的知识，改变他们对成瘾原因的看法。此外，研讨会的参与者形成了一个可能支持更多成瘾研究资金的选民基础。
Communication of accurate, objective, and timely scientific information to treatment professionals is important—especially in the “drug abuse” and addiction field where misinformation and a lack of exposure to new information are common. The purpose of this study was to assess knowledge and belief changes that accompanied educational workshops (3 or 6 hr-long) on addiction science targeted to treatment professionals (N= 1403) given in the United States and Puerto Rico between July 2000 and August 2001. Each workshop covered three main concepts: (1) terms and definitions; (2) basic neurochemistry of addiction; and (3) how new neurobiological knowledge will affect the treatment of addictions in the future. Analysis of variance was used to compare mean pretest to posttest change scores among levels of four independent variables: gender, age, occupation/position, and race/ethnicity. Workshop participants achieved a significant improvement in knowledge about addiction with younger groups achieving greater gains. Participants’ beliefs shifted in the desired direction. Significant differences in belief shifts occurred among occupational and gender groups, but not among race/ethnicity or age groups. There was also a consistent change in the policy belief subscale that related to how strongly the audience members believed research on addiction was important. We conclude that addiction science education provided to treatment professionals can increase their knowledge and change their beliefs about the causes of addictions. In addition, the workshop participants form a base of constituents who are likely to support greater addiction research funding.