TY - JOUR
KW - Analgesics, Opioid/toxicity
KW - Drug Overdose/prevention & control
KW - Education, Medical, Undergraduate
KW - Female
KW - Health Knowledge, Attitudes, Practice
KW - Humans
KW - Male
KW - Naloxone/therapeutic use
KW - Narcotic Antagonists/therapeutic use
KW - Program Evaluation/statistics & numerical data
KW - Students, Medical/psychology
KW - Young Adult
KW - BLS
KW - CPR
KW - opioid overdose
KW - bystander naloxone
KW - Medical Education
KW - naloxone
KW - Opioid overdose prevention
AU - Noah Berland
AU - Aaron Fox
AU - Babak Tofighi
AU - Kathleen Hanley
A1 - 
AB - BACKGROUND: Opioid overdose deaths have reached epidemic proportions in the United States. This problem stems from both licit and illicit opioid use. Prescribing opioids, recognizing risky use, and initiating prevention, including opioid overdose prevention training (OOPT), are key roles physicians play. The American Heart Association (AHA) modified their basic life support (BLS) algorithms to consider naloxone in high-risk populations and when a pulse is appreciated; however, the AHA did not provide OOPT. The authors' intervention filled this training deficiency by teaching medical students opioid overdose resuscitation with a Train-the-Trainer model as part of mandatory BLS training. METHODS: The authors introduced OOPT, following a Train-the-Trainer model, into the required basic life support (BLS) training for first-year medical students at a single medical school in a large urban area. The authors administered pre- and post-evaluations to assess the effects of the training on opioid overdose knowledge, self-reported preparedness to respond to opioid overdoses, and attitudes towards patients with substance use disorders (SUDs). RESULTS: In the fall 2014, 120 first-year medical students received OOPT. Seventy-three students completed both pre- and posttraining evaluations. Improvements in knowledge about and preparedness to respond to opioid overdoses were statistically significant (P < .01) and large (Cohen's D = 2.70 and Cohen's D = 2.10, respectively). There was no statistically significant change in attitudes toward patients with SUDs. CONCLUSIONS: The authors demonstrated the effectiveness of OOPT as an adjunct to BLS in increasing knowledge about and preparedness to respond to opioid overdoses; improving attitudes toward patients with SUDs likely requires additional intervention. The authors will characterize knowledge and preparedness durability, program sustainability, and long-term changes in attitudes in future evaluations. These results support dissemination of OOPT as a part of BLS training for all medical students, and potentially all BLS providers.
AD - a New York University School of Medicine , New York , New York , USA.; b Department of Medicine , Division of General Internal Medicine , Albert Einstein College of Medicine , Bronx , New York , USA.; c Department of Population Health , New York University School of Medicine , New York , New York , USA.; d Department of Medicine , New York University School of Medicine , New York , New York , USA.; e Primary Care Residency Program, New York University School of Medicine , New York , New York , USA.
BT - Substance abuse
C5 - Education & Workforce; Opioids & Substance Use
CP - 2
CY - United States
DO - 10.1080/08897077.2016.1275925
IS - 2
JF - Substance abuse
LA - eng
M1 - Journal Article
N2 - BACKGROUND: Opioid overdose deaths have reached epidemic proportions in the United States. This problem stems from both licit and illicit opioid use. Prescribing opioids, recognizing risky use, and initiating prevention, including opioid overdose prevention training (OOPT), are key roles physicians play. The American Heart Association (AHA) modified their basic life support (BLS) algorithms to consider naloxone in high-risk populations and when a pulse is appreciated; however, the AHA did not provide OOPT. The authors' intervention filled this training deficiency by teaching medical students opioid overdose resuscitation with a Train-the-Trainer model as part of mandatory BLS training. METHODS: The authors introduced OOPT, following a Train-the-Trainer model, into the required basic life support (BLS) training for first-year medical students at a single medical school in a large urban area. The authors administered pre- and post-evaluations to assess the effects of the training on opioid overdose knowledge, self-reported preparedness to respond to opioid overdoses, and attitudes towards patients with substance use disorders (SUDs). RESULTS: In the fall 2014, 120 first-year medical students received OOPT. Seventy-three students completed both pre- and posttraining evaluations. Improvements in knowledge about and preparedness to respond to opioid overdoses were statistically significant (P < .01) and large (Cohen's D = 2.70 and Cohen's D = 2.10, respectively). There was no statistically significant change in attitudes toward patients with SUDs. CONCLUSIONS: The authors demonstrated the effectiveness of OOPT as an adjunct to BLS in increasing knowledge about and preparedness to respond to opioid overdoses; improving attitudes toward patients with SUDs likely requires additional intervention. The authors will characterize knowledge and preparedness durability, program sustainability, and long-term changes in attitudes in future evaluations. These results support dissemination of OOPT as a part of BLS training for all medical students, and potentially all BLS providers.
PP - United States
PY - 2017
SN - 1547-0164; 0889-7077
SP - 123
EP - 128
EP - 
T1 - Opioid overdose prevention training with naloxone, an adjunct to basic life support training for first-year medical students
T2 - Substance abuse
TI - Opioid overdose prevention training with naloxone, an adjunct to basic life support training for first-year medical students
U1 - Education & Workforce; Opioids & Substance Use
U2 - 28027016
U3 - 10.1080/08897077.2016.1275925
VL - 38
VO - 1547-0164; 0889-7077
Y1 - 2017
Y2 - Apr-Jun
ER -