Use of online opioid overdose prevention training for first-year medical students: A comparative analysis of online versus in-person training
Use of online opioid overdose prevention training for first-year medical students: A comparative analysis of online versus in-person training
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DOI：
10.1080/08897077.2019.1572048
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发表时间：
2019-04-03
期刊：
影响因子：
3.5
通讯作者：
Hanley, Kathleen
中科院分区：
文献类型：
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作者：
Berland, Noah;Lugassy, Daniel;Hanley, Kathleen
目的：为了应对阿片类药物流行以及在医学院扩大药物滥用教育的努力，作者为所有一年级医学生 (MS1) 引入了纳洛酮阿片类药物过量预防培训 (OOPT)，作为所需的基本生命支持培训 (BLST) 的辅助手段。作者之前在 BLST 亲自进行 OOPT 后证明了他们的知识和准备有所提高；然而，目前尚不清楚在线管理的 OOPT 是否会产生类似的结果。在本研究中，作者对在线实施的 OOPT 与面对面实施的 OOPT 进行了回顾性比较。目标：比较在线 OOPT 与面对面 OOPT 的教育成果：知识、准备情况和态度。方法：现场 OOPT 于 2014 年和 2015 年 BLST 期间进行，而在线 OOPT 于 2016 年 BLST 前工作期间进行。 MS1 完成了培训前和培训后测试，涵盖 3 个指标：知识（11 分制）、态度（66 分制）和应对阿片类药物过量的准备（60 分制）。使用协方差分析 (ANCOVA) 方法对所有 3 项指标的 2016 年在线分数和 2015 年现场分数进行比较。结果：在控制预测试分数后，面对面和在线培训的所有衡量指标均存在统计差异，但没有意义。估计差异为知识：±0.05 (0.5%) 分（95% 置信区间 [CI]：±0.47, 0.36）；态度：0.65 (1.0%) 分 (95% CI: ?0.22, 1.51)；准备：2.16 (3.6%) 分 (95% CI: 1.04, 3.28)。结论：与面对面进行的 OOPT 相比，在线进行的 OOPT 的教育结果没有显着差异。这些结果支持使用在线管理的 OOPT。由于我们的研究是回顾性的，基于多年收集的数据，需要在随机对照环境中进行进一步调查，以更好地了解面对面培训和在线培训的教育差异。进一步将 OOPT 扩展到医学生以外的人群将进一步提高普遍性。
Purpose: In response to the opioid epidemic and efforts to expand substance use education in medical school, the authors introduced opioid overdose prevention training (OOPT) with naloxone for all first-year medical students (MS1s) as an adjunct to required basic life support training (BLST). The authors previously demonstrated improved knowledge and preparedness following in-person OOPT with BLST; however, it remains unclear whether online-administered OOPT would produce comparable results. In this study, the authors perform a retrospective comparison of online-administered OOPT with in-person-administered OOPT. Objectives: To compare the educational outcomes: knowledge, preparedness, and attitudes, for online versus in-person OOPT. Methods: In-person OOPT was administered in 2014 and 2015 during BLST, whereas online OOPT was administered in 2016 during BLST pre-work. MS1s completed pre- and post-training tests covering 3 measures: knowledge (11-point scale), attitudes (66-point scale), and preparedness (60-point scale) to respond to an opioid overdose. Online scores from 2016 and in-person scores from 2015 were compared across all 3 measures using analysis of covariance (ANCOVA) methods. Results: After controlling for pre-test scores, there were statistical, but no meaningful, differences across all measures for in-person- and online-administered training. The estimated differences were knowledge: ?0.05 (0.5%) points (95% confidence interval [CI]: ?0.47, 0.36); attitudes: 0.65 (1.0%) points (95% CI: ?0.22, 1.51); and preparedness: 2.16 (3.6%) points (95% CI: 1.04, 3.28). Conclusions: The educational outcomes of online-administered OOPT compared with in-person-administered OOPT were not meaningfully different. These results support the use of online-administered OOPT. As our study was retrospective, based on data collected over multiple years, further investigation is needed in a randomized controlled setting, to better understand the educational differences of in-person and online training. Further expanding OOPT to populations beyond medical students would further improve generalizability.