![]() ![]() A recent survey of the health professional schools in Ohio identified inconsistencies in the training of healthcare professionals in substance use disorder (SUD) and OUD. The second wave (2010 to 2013) saw an increase in heroin related deaths and the third wave (2013 to present) has been associated with synthetic forms of opioids. During the first wave of the opioid epidemic from 1999 to 2010, prescription opioids were the primary driver of opioid overdose deaths. In the United States, the most recent estimate is that more than six million individuals suffer from opioid use disorder (OUD) and 109,680 drug overdose deaths occurred in 2022. ConclusionsĪn interprofessional educational experience including both an asynchronous course and virtual synchronous escape room can increase participant knowledge around OUD and may improve student perceptions of working with an interprofessional team and caring for patients with OUD.ĭespite efforts to reduce the impact of the opioid crisis, the opioid epidemic has continued to surge. Following the escape room, participants also strongly agreed that they now would refer patients to colleagues in other disciplines. Of the eleven perception variables assessed, seven showed a significant increase in the post-survey. Participation in the escape room significantly changed the students’ perceptions of working in interprofessional teams while managing patients with OUD. The largest significant area of knowledge-based improvement was seen in treatment of OUD where on the pre-quiz 65.54 ± 20.21% were answered correctly compared to 95.97 ± 9.61% on the post-quiz. The students displayed significant improvement in the knowledge based areas after completing the seven asynchronous modules. ![]() Prior to participating in the course, students disagreed that they had extensive educational experience with SUD (2.45 ± 0.79). ![]() ResultsĪ total of 402 students participated in the course. The asynchronous modules were required in order to participate in the escape room and each module contained its own pre/post quiz to assess student knowledge. Prior to the educational programming, participants completed a pre-survey that assessed their knowledge and attitudes towards working on an interprofessional team and perceptions of patients with OUD. The educational experience included seven asynchronous modules and a virtual synchronous escape room. Students from nursing, pharmacy, physician assistant, dentistry, social work, and medicine programs were recruited to participate in the interprofessional educational activity. The educational activity targeted student knowledge of opioid use disorder (OUD) and perceptions of working with an interprofessional team while caring for patients with OUD. The aim of the present study was to determine the impact of an innovative interprofessional educational activity on healthcare professional students’ learning. ![]()
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