Undergraduate medical education in substance abuse: a review of the quality of the literature.
Undergraduate medical education in substance abuse: a review of the quality of the literature.
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DOI：
10.1097/acm.0b013e3181ff92cf
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发表时间：
2011-01
期刊：
影响因子：
--
通讯作者：
Kalet AL
中科院分区：
文献类型：
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作者：
Kothari D;Gourevitch MN;Lee JD;Grossman E;Truncali A;Ark TK;Kalet AL
为了准备开发一个关于药物滥用障碍（SAD）的医学院课程，作者对稀疏的已发表文献的质量进行了审查。作者检索了MEDLINE（1950年至2008年12月），Web of Science，PsycINFO和PubMed，以确定针对本科医学生的SAD干预措施的所有研究。在最初确定的1，084项研究中，31项报告了足够的数据，允许作者使用医学教育研究质量工具（MERSQI）评分来评估质量。作者还通过考虑三年引用率和期刊影响因子来确定研究的影响。详细的文献综述提供了关于接触时间和干预内容的数据。总MERSQI评分的三名评定者组内相关系数（ICC）为0.82（95%置信区间：0.70-0.90）。平均MERSQI评分为10.42分（可能为18分）（SD 2.59;范围：6.33-14.83）。最近发表的研究的MERSQI评分较高，与三年引用率相关，但与影响因子无关。26项研究的平均接触时间为29.25小时（范围：0.83-200小时）。文献提供了多种教育方法来训练医学生SAD检测和干预技能。这些文献质量参差不齐，对课程和医学教育政策的制定提供了有限的指导。更好的课程评估方法和出版指南将有助于确保这些文献对教育实践和公共卫生产生积极影响。
To prepare to develop a medical school curriculum on substance abuse disorders (SAD), the authors conducted a review of the quality of the sparse published literature. The authors searched MEDLINE (1950–December 2008), Web of Science, 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. The three-rater intra-class correlation coefficient (ICC) 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). 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 this literature has a positive impact on educational practice and public health.