A SBIRT curriculum for medical residents: Development of a performance feedback tool to build learner confidence

Jennifer E. Hettema, Neda Ratanawongsa, Jennifer K. Manuel, Daniel Ciccarone, Diana Coffa, Sharad Jain, Paula J. Lum

Research output: Contribution to journalArticle

11 Scopus citations

Abstract

A major barrier to actualizing the public health impact potential of screening, brief intervention, and referral to treatment (SBIRT) is the suboptimal development and implementation of evidence-based training curricula for healthcare providers. As part of a federal grant to develop and implement SBIRT training in medical residency programs, the authors assessed 95 internal medicine residents before they received SBIRT training to identify self-reported characteristics and behaviors that would inform curriculum development. Residents confidence in their SBIRT skills significantly predicted SBIRT practice. Lack of experience dealing with alcohol or drug problems and discomfort in dealing with these issues were significantly associated with low confidence. To target these barriers, the authors revised their SBIRT curriculum to increase residents confidence in their skills and developed an innovative SBIRT Proficiency Checklist and Feedback Protocol for skills practice observations. Qualitative feedback suggests that, despite the discomfort residents experience in being observed, a proficiency checklist and feedback protocol appear to boost learner confidence.

Original languageEnglish (US)
Pages (from-to)241-250
Number of pages10
JournalSubstance Abuse
Volume33
Issue number3
DOIs
StatePublished - Jul 1 2012
Externally publishedYes

Keywords

  • Confidence
  • curriculum
  • feedback
  • graduate medical education
  • observation
  • SBIRT

ASJC Scopus subject areas

  • Medicine (miscellaneous)
  • Psychiatry and Mental health
  • Medicine(all)

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