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Epidemiology and etiology of drug misuse and addiction
Chronic disease model of addiction
Diagnosis, intervention, referral, and treatment
Skills for patient care
Apply appropriate prevention strategies as part of
routine health maintenance
Screening, diagnosis, brief intervention, and referrals
Assess stages of change and use motivational interviewing
Manage withdrawal syndromes and medical emergencies
Interpersonal skills and communication
Use nonstigmatizing nomenclature and effective interviewing
Engage families and significant others when appropriate
Recognize and address potential barriers to effective
Use medical and public health approach to drug use
Effectively address substance use issues among colleagues
Practice self-awareness and self-care
Practice-based learning and improvement
Access needed resources and information on substances
Know avenues for specialization/concentration/continuing
Continuously improve motivational skills through practice
Work cooperatively with available clinical and related
systems, including integration into interdisciplinary teams
Understand medicolegal issues related to substance
Understand reimbursement issues affecting care of substance
Savage, M.S., M.D., and Donald West, M.D., Dartmouth Medical School,
personal communication, May 21, 2007. Used with permission.
key faculty who will promote substance abuse education in the curriculum.
the endorsement of the medical school administration and department
student leaders to promote curriculum change.
substance abuse training in the ongoing curriculum to minimize the
need for new curricular hours.
evaluation into the course design.
the evaluation fit the goals of the curriculum.
medical school faculty to independently develop their own course
and support a staff member dedicated to substance abuse training
and research who, through direct contact or the local media, can
reinforce with the faculty that this is an important area.
from Burger and Spickard 1991Burger and Spickard 1991.