ArticleBMC medical education2014
Substance misuse teaching in undergraduate medical education.
Article in BMC medical education, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
10 citing papers in PubMed, 38 citations in OpenAlex.
- 'We All Try to Imagine What It's Like for Someone to Be Dependent': Attitudes Towards Drug Users Among Medical Students in the United Kingdom and Its Impact on Their Professional Identity Formation.The clinical teacher · 2026Article
- A theory of change approach to curricular revision: filling a curricular gap identified through curriculum mapping.BMC medical education · 2025Article
- Medical student perspectives on substance misuse education in the medical undergraduate programme: a grounded theory approach.BMC medical education · 2023Article
- An online global survey and follow-up expert groups on the scope and needs related to training, research, and mentorship among early-career addiction medicine professionals.Global mental health (Cambridge, England) · 2023Article
- The group-based law enforcement mistrust scale: psychometric properties of an adapted scale and implications for public health and harm reduction research.Harm reduction journal · 2022Article
- Optimising treatment in opioid dependency in primary care: results from a national key stakeholder and expert focus group in Ireland.BMC family practice · 2018Article
- Barriers and facilitators to implementing addiction medicine fellowships: a qualitative study with fellows, medical students, residents and preceptors.Addiction science & clinical practice · 2017Article
- Training in addiction medicine should be standardised and scaled up.BMJ (Clinical research ed.) · 2015Article
- A model for competency-based training of undergraduate medical students to perform screening and brief intervention in alcohol use disorder-Findings from a study in a medical college in Delhi.Industrial psychiatry journalArticle
- Core addiction medicine competencies for doctors: An international consultation on training.Substance abuseArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 4 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundOver 12,000 hospital admissions in the UK result from substance misuse, therefore issues surrounding this need to be addressed early on in a doctor's training to facilitate their interaction with this client group. Currently, undergraduate medical education includes teaching substance misuse issues, yet how this is formally integrated into the curriculum remains unclear.
methodsSemi-structured interviews with 17 key members of staff responsible for the whole or part of the undergraduate medical curriculum were conducted to identify the methods used to teach substance misuse. Using a previously devised toolkit, 19 curriculum co-ordinators then mapped the actual teaching sessions that addressed substance misuse learning objectives.
resultsSubstance misuse teaching was delivered primarily in psychiatry modules but learning objectives were also found in other areas such as primary care placements and problem-based learning. On average, 53 teaching sessions per medical school focused on bio-psycho-social models of addiction whereas only 23 sessions per medical school focused on professionalism, fitness to practice and students' own health in relation to substance misuse. Many sessions addressed specific learning objectives relating to the clinical features of substance dependence whereas few focused on iatrogenic addiction.
conclusionsSubstance misuse teaching is now inter-disciplinary and the frequent focus on clinical, psychological and social effects of substance misuse emphasises the bio-psycho-social approach underlying clinical practice. Some areas however are not frequently taught in the formal curriculum and these need to be addressed in future changes to medical education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.