Title: HOW TO TRANSFER OUR KNOWLEDGE ON ADDICTION MEDICINE TO THE NEXT GENERATION?
Subtitle: A seminar on teaching addiction medicineat under- and postgraduate level
Working group: Alex Baldacchino, Mary Janssen van Raay, Barbara Broers, Cor de Jong, Anju Dhawan, Sue Galea
In our era we have competent physicians and healthcare workers in addiction medicine. The next step is that we need to transfer our knowledge to our colleagues and the next generation. Training in this field is often lacunar and patchy at under- and postgraduate level.
This 1 day fundamentals course will address conceptual and organisational aspects of addiction curricula, provide practical tools for preparing educational and evaluation material, and discuss and experiment different teaching methods.
The latter will include use of existing training material, assessing training needs, e-learning, portfolio development, interprofessional training, preparing teaching material and exams, identifying Entrustable Professional Activities (EPA's), how to provide clinical feedback, etc. (See Table 1 and 2 for details of topics)
The interactive course is developed for clinicians, teachers and policy makers from different disciplines who are interested in medical education and who want to improve addiction medicine training in their clinic, their university or at a governmental level. Please note some preparatory work is expected to be done before the training starts.
This means that this one day Fundamental course is highly relevant for all addiction medicine specialists and scientists who want to transfer their knowledge to the next generation, and for those who are already doing this and want to improve their skills in teaching.
Date and venue: October 29th, 2017
Cost: $200 per participant.
Organisation: ISAM Education and Training Committee
Number of participants: maximum 30
Morning programme: FRAMEWORK OF ADDICTION MEDICINE TRAINING
|Developing addiction curricula: why and how?||Group exercises (for different levels of training) Provide overview of existing curricula Discussion on Implementation issues||Understand the importance of building a global, coordinated and coherent under-and postgraduate training in addiction medicine and be able to cite some best practices|
|Assessing training needs||Interactive discussion based on the pre-registration TNA questionnaire||Understand that each country and setting has specific training needs|
|Teaching on substance use and addictive behaviours: Entrustable Professional Activities (EPA's), content and assessment||Individual preparation of 3 most important teaching objectives and 3 suggestions for assessment, group discussion (metaplan?), identification of "minimal standards"||Understand that teaching includes aspects of knowledge, attitude and skills, and that global assessment should be part of training|
|Making addiction medicine attractive for young professionals||Presentation of and exchange on examples of initiatives to develop interest in the field of addiction care, training and policy||Understand the importance of role models, electives, certified trainings, BSc/MSc/ PhD projects, etc in order to make addiction medicine a recognised and appreciated discipline|
Afternoon programme: TEACHING SKILLS AND MATERIAL
|Theme In charge||Format||Objective|
|Teaching methods: from seminars to e-learning||Video of "good" and "bad" example of teaching? Presentation of old and new teaching methods||Understand the importance of interactive teachings with de-stigmatizing content|
|Skills training||Role plays and exercise in providing feedback||Acquire practical skills on providing feedback to students|
|Teachable moments||Discuss a few situations (clinical, public health) that can be used to teach health professionals/public on substance use and addictive disorders||Understand that knowledge, attitude and behaviour can be influenced by formal training, feedback on clinical situations, and reactions on discussions in the media|
|Including patients and patient groups in the teaching||Exchange on different examples of how to integrate patient (actors) or groups in teaching||Get practical ideas on diversification of teachings and understand the added value of integration of concerned persons in professional training|
|Interprofessional training||Analyse a clinical situation of addiction where interprofessionalism is relevant and explore how this can be used for training (eg SCAR)||Understand that optimal care in addiction is provided by different professions and that teaching should include collaboration issues|
|Assessment and evaluation||Exploring experiences with assessment Overview of different assessment methods||Be able to propose different assessment methods to evaluate competencies in addiction medicine|