An interdisciplinary faculty development model for the prevention and treatment of alcohol use disorders.
An interdisciplinary faculty development model for the prevention and treatment of alcohol use disorders.
复制标题
用于预防和治疗酒精使用障碍的跨学科教师发展模型。
DOI：
10.1111/j.1530-0277.2006.00166.x
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Stauffacher,EllynA
中科院分区：
文献类型：
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作者：
Manwell,LindaBaier;Pfeifer,Judie;Stauffacher,EllynA
背景：卫生领域教师的技能不足以满足那些受到酒精不利影响的人的需求。该项目旨在增加大学层面多学科教师的教学、临床和研究活动。方法：教师发展模式包括两门为期 2 天、相隔 6 个月举办的技能课程、课前和课后评估、积极指导以及为每位参与者制定具体工作计划。该教育模式利用了之前为时间和资源有限的全职临床/教学医学教师开发的基于技能的课程。结果：来自 6 个地点的总共 153 名参与者完成了课程； 131 人完成了 6 个月的后续访谈。在第一门课程和第二门课程之间的 6 个月期间，设计了 64 个教学、临床或研究项目。标准化患者会面的术前与术后临床评分显示，筛查、简短干预和动机访谈技巧方面有显着改善（p<0.001）。在 6 个月的后续访谈中，61% 的参与者报告了有关酒精、烟草或毒品问题的教学； 49% 报告了该领域的临床活动； 36% 表示正在进行研究； 10%已提交稿件出版； 12% 已提交赠款申请； 32% 的人寻求额外的 AODA 培训。参与者对教师发展模式的所有组成部分都给予了高分； 81% 的人会重复培训，98% 的人会向同事推荐该项目。结论：这种具有成本效益的教师发展计划可以作为增加公立大学药物滥用教育项目、增加教师在酒精领域的研究活动以及增加大学医院临床项目的典范。
Background:The skills of faculty working in health fields are inadequate to meet the needs of those adversely affected by alcohol. This project was designed to increase the teaching, clinical, and research activities of faculty from multiple disciplines at the university level.Methods:The faculty development model included two 2‐day skills‐based courses held 6 months apart, precourse and postcourse evaluations, active mentoring, and development of a specific work plan for each participant. The educational model utilized skills‐based courses previously developed for full‐time clinical/teaching medical faculty with limited time and resources.Results:A total of 153 participants at 6 locations completed the courses; 131 completed the 6‐month follow‐up interview. Sixty‐four designed teaching, clinical, or research projects during the 6‐month period between the first and second courses. Precourse versus postcourse clinical scores from standardized patient encounters showed highly significant improvements in screening, brief intervention, and motivational interviewing skills (p<0.001). At the 6‐month follow‐up interview, 61% of the participants reported teaching on alcohol, tobacco, or drug problems; 49% reported clinical activities in this area; 36% reported conducting research; 10% had submitted manuscripts for publication; 12% had submitted grant applications; and 32% percent had sought additional AODA training. Participants gave high scores to all components of the faculty development model; 81% would repeat the training and 98% would recommend the program to colleagues.Conclusions:This cost‐effective faculty development program can serve as a model to increase educational programs on substance abuse at public universities, increase faculty research activities in the alcohol area, and increase clinical programs in university hospitals.