scholarly journals Judicious Opioid Prescribing and Overdose Management: Objective Structured Clinical Examinations for Third-Year Medical Students

2021 ◽  
Vol 96 (11S) ◽  
pp. S189-S189
Author(s):  
Tanim Jain ◽  
Melissa Pawelczak ◽  
Laura Harrison ◽  
Sandeep Kapoor ◽  
Heather Hugelmeyer ◽  
...  
2016 ◽  
Vol 22 (4) ◽  
Author(s):  
Asif M Ilyas

<p>In the United States of America, we are in the midst of a social pandemic, referred to as “The Opioid Epidemic.” This is a problem not unique to America, but because it plagues America it illustrates the problem’s multifactorial nature and also highlights that any country, regardless of affluence, can fall victim to this problem. The problem with opioid abuse is not a new one in America and can be traced at least as far back as the Civil War, where soldiers suffering from various war-related injuries were treated liberally with morphine resulting in widespread addiction, referred to at the time as “Soldier’s Disease.” However, despite growing awareness of the problem over time and despite several social and political initiatives to combat it, including establishment of both the Food and Drug Ad-ministration (FDA) and the Drug Enforcement Agency (DEA) that were charged with controlling opioid prescribing among other responsibilities and the late First Lady Nancy Reagan’s famous “Just Say No” campaign in the 1980’s, opioid abuse has persisted in America.</p><p>      Opioid abuse represents both abuse of prescribed opioids such as morphine, oxycodone, hydrocodone, codeine, etc; but also abuse of illegal opioids such as cocaine and heroin. The current epidemicis unique in that it draws heavily from abuse of prescription opioids. The modern “Opioid Epidemic”can be traced back to approximately the year 2000. At that time, hospital patients’ pain scored on a visual analog scale from 1 – 10 was designated the “fifth vital sign” after temperature, heart rate, blood pressure, and respiratory rate; warranting aggressive management. It is this singular event that a direct line can be drawn from when both patients began consuming more opioids and physicians began prescribing more. It was also at approximately this time, that the pharmaceutical industry came out with several long-acting opioids such as Oxycontin (Purdue Pharma – Stamford, Connecticut, USA). What resulted was a rising expectation by patients and society of aggressive and generous receipt of opioids and liberal prescribing by physicians. The result was an explosion of opioid prescriptions. Here are our current facts to consider.<sup>1</sup></p><p>-          American represents 5% of the world’s population but consumes 80% of the world’s opioids.</p><p>-          260 plus opioid prescriptions are written annually, 3 times more than in 1999.</p><p>-          1.9 million Americans are addicted to prescription opioids.</p><p>-          4 out of every 5 heroin users started their addiction with prescription opioids.</p><p>-          78 people die daily from an opioid-related over-dose.</p><p>      Fortunately, this has resulted in a pro-active response from both the American medical community and the political establishment. The American Attorney General, Dr. Vivek Murthy, recently took the unprecedented step to write a personal letter to all prescribing physicians in America engaging them to under-stand the problem, encouraging them to curb inconsiderate opioid prescribing, and recommended directing those patients with signs of addiction to receive early active treatment. Many states have also taken aggressive steps such as mandating opioid prescribing restrictions and requiring medical students and physicians to receive mandatory opioid prescriber training. Similarly, in our institution, we have studied our patients’ opioid consumption and physician prescribing habits. Within the Orthopaedic Surgery department, we noted that on average patients were consuming 8 opioid pills on average after upper extremity surgery, yet physicians were prescribing 25 opioid pills on average, resulting in an inadvertent 3 fold over-prescribing pat-tern.<sup>2</sup> The results of this study surprised us all and has led us to establish prescription guidelines and pre-scribe opioids post-operatively more discriminately.</p><p>      Pakistan is not immune to this problem. In some ways, it is more susceptible to it due to limitations in resources, greater poverty and illiteracy, and the active and ever increasing opioid production in Afghanistan making its way to Pakistan. A survey report published by the UN Office on Drugs and Crime in 2013 found that more that 6.7 million Pakistanis are estimated to have used opioid (including both heroin and opioids) in 2012 alone.<sup>3</sup> Although there is variability with consumption throughout the country, with Balochistan having the highest prevalence of users, all regions were involved. Punjab, due to its large share of the population, has the highest number of opioid abusers with 2.9 million. Moreover, approximately 80% of users in Punjab who inject opioids admit to sharing syringes regularly.</p><p>      Fortunately, there is much Pakistan can learn from America’s challenges with opioid abuse. These lessons include: avoiding the trap of aggressively treating pain under the guise of good patient care, active education of physicians and medical students on the risks of opioid addiction and learning best opioid prescribing habits, curbing the influence on the pharmaceutical industry on opioid consumption, and keeping pressure on public officials to fight illegal opioid entrance into the country. Ultimately, it will be the medical community, and in particular leaders like those at the King Edward Medical University, that will have to both face this problem and ultimately address it heads on.</p>


2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Mairead Corrigan ◽  
Helen J. Reid ◽  
Pascal P. McKeown

Abstract Background Simulated participants (SPs) play an important role in simulated assessments of clinical encounters between medical students and patients, most notably in objective structured clinical examinations (OSCEs). SP contributions to OSCEs are invaluable, taking the role of a patient or carer. While SPs in some settings/contexts may rate students, their role has been problematized in the literature for their lack of agency within a standardised format of OSCEs that promotes reliability, objectivity and accountability. In this study, we explored SP experiences for tensions that result from simulated assessments and their potential implications for education. Methods Semi-structured interviews were conducted with seven SPs who were also tasked with providing a global mark for students. They were purposively selected to include women and men of different ages, occupation, education and experience as an SP. The interviews were analysed using a critical thematic analysis using a phenomenological approach. Results SP experiences directly addressed tensions and contradictions around OSCEs. SP participants described their experiences under four themes: industrialising, reducing, performativity and patient safety. OSCEs were compared to an industrial process that promoted efficiency but which bore no resemblance to real-life doctor-patient encounters. They were perceived to have a power and agency that reduced SPs to verbalising scripts to ensure that students were exposed to a standardised simulated experience that also underlined the performative role of SPs as props. These performative and reductionist experiences extended to students, for whom the mark sheet acted as a checklist, promoting standardised responses that lacked genuineness. All of this created a tension for SPs in promoting patient safety by ensuring that those medical students who passed were clinically competent. Conclusions OSCEs often form part of high-stakes exams. As such, they are governed by processes of industrialisation, accountability and standardisation. OSCEs possess a power and agency that can have unintended negative consequences. These include ‘conditioning’ students to adopt behaviours that are not suited to real-life clinical encounters and are not person-centred.


BJR|Open ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 20200047
Author(s):  
Cindy Chew ◽  
Patrick J O'Dwyer ◽  
Alan Jaap ◽  
Suanne McDowall ◽  
Olga JL Remers ◽  
...  

Objectives: Assessments are a key part of life for medical students at University. We know there is variation in these assessments across Universities. The aims of this study were to expatiate summative assessments in Scottish Medical Schools and to examine how frequently radiological images feature in them. Methods: All Scottish medical schools were invited to participate in the study. Data on objective structured clinical examinations (OSCEs; 5 years) and written assessments (3 years) were retrospectively collected for each university and results were collated. Each University was randomly assigned a letter from A to E and anonymised for data presentation. Results: 10,534 multiple choice questions (MCQ) and 1083 OSCE stations were included in this study. There was wide variation in the number, type and timing of assessments across Scottish medical schools. There were highly significant differences in the number of OSCE stations and the number of MCQs set over the study period (p < 0.0001). Radiological images were used on average 0.6 times (range 0–1.1) in each OSCE examination and 2.4 times (range 0.1–3.7) for written assessments. Conclusion: In this detailed study, we demonstrated significant differences in medical student assessments across Scottish Universities. Given the importance of Radiology in modern medicine, the frequency and differences in which radiological images were used in assessments across Universities should be addressed. Advances in knowledge: This is the first national longitudinal study to quantify the role of radiological images in summative Medical Student Assessments. Great variability exists in the extent and how (clinical versus written assessments) radiological images are used to assess Scottish medical students. Radiological images are used infrequently in clinical assessments, but are present in every written assessment. These findings could help inform medical schools and academic radiologists as they prepare medical students for the imminent unified medical licensing examination, where Clinical Imaging is a subject with one of the highest number of associated conditions examinable.


Author(s):  
Lorenzo Madrazo ◽  
Claire Bo Lee ◽  
Meghan McConnell ◽  
Karima Khamisa ◽  
Debra Pugh

Student-led peer-assisted mock objective structured clinical examinations (MOSCEs) have been used in various settings to help students prepare for subsequent higher-stakes, faculty-run OSCEs. MOSCE participants generally valued feedback from peers and reported benefits to learning. Our study investigated whether participation in a peer-assisted MOSCE affected subsequent OSCE performance. To determine whether mean OSCE scores differed depending on whether medical students participated in the MOSCE, we conducted a between-subjects analysis of variance, with cohort (2016 vs. 2017) and MOSCE participation (MOSCE vs. no MOSCE) as independent variables and the mean OSCE score as the dependent variable. Participation in the MOSCE had no influence on mean OSCE scores (P=0.19). There was a significant correlation between mean MOSCE scores and mean OSCE scores (Pearson r=0.52, P<0.001). Although previous studies described self-reported benefits from participation in student-led MOSCEs, it was not associated with objective benefits in this study.


2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Jenna R. Adalbert ◽  
Asif M. Ilyas

Abstract Background The United States opioid epidemic is a devastating public health crisis fueled in part by physician prescribing. While the next generation of prescribers is crucial to the trajectory of the epidemic, medical school curricula designated to prepare students for opioid prescribing (OP) and pain management is often underdeveloped. In response to this deficit, we aimed to investigate the impact of an online opioid and pain management (OPM) educational intervention on fourth-year medical student knowledge, attitudes, and perceived competence. Methods Graduating students completing their final year of medical education at Sidney Kimmel Medical College of Thomas Jefferson University were sent an e-mail invitation to complete a virtual OPM module. The module consisted of eight interactive patient cases that introduced topics through a case-based learning system, challenging students to make decisions and answer knowledge questions about the patient care process. An identical pre- and posttest were built into the module to measure general and case-specific learning objectives, with responses subsequently analyzed using the Wilcoxon matched-pairs signed-rank test. Results Forty-three students (19% response rate) completed the module. All median posttest responses ranked significantly higher than paired median pretest responses (p <  0.05). Comparing the paired overall student baseline score to module completion, median posttest ranks (Mdn = 206, IQR = 25) were significantly higher than median pretest ranks (Mdn = 150, IQR = 24) (p <  0.001). Regarding paired median Perceived Competence Scale metrics specifically, perceived student confidence, capability, and ability in opioid management increased from “disagree” (2) to “agree” (4) (p <  0.001), and student ability to meet the challenge of opioid management increased from “neither agree nor disagree” (3) to “agree” (4) (p <  0.001). Additionally, while 77% of students reported receiving OP training in medical school, 21% reported no history of prior training. Conclusion Implementation of a virtual, interactive module with clinical context is an effective framework for improving the OPM knowledge, attitudes, and perceived competence of fourth-year medical students. This type of intervention may be an important method for standardizing and augmenting the education of future prescribers across multiple institutions.


2021 ◽  
Author(s):  
Zobia Hussain

BACKGROUND Diabetic ketoacidosis (DKA) teaching is often inadequate leading to confusion amongst medical students and junior doctors. Active learning approaches such as simulation improves retention of learning. A peer led simulated OSCE programme improved medical students’ knowledge and confidence in recognising and managing DKA. OBJECTIVE To design a protocol to improve medical education on the topic of DKA. METHODS A combination of Objective Structured Clinical Examination (OSCE) and medical simulation was devised utilising a SMART simulator mannequin and a peer taking the role of simulated patient. Students received two debriefs, individual feedback and group discussion. Students were assessed through objective assessment results from a questionmark assessment. RESULTS Objective scores on assessment were improved from 5.2/10 (SD, 1.0) to 10/10 (SD, 2.1) on the questionmark. The difference in scores was statistically significant (p<0.05). CONCLUSIONS Medical students benefit from and enjoy OSCE style simulation education on DKA. This programme could be expanded to other topics in acute medicine and extended to other students in healthcare professions.


2021 ◽  
pp. 1-3
Author(s):  
Tatenda Ruwizhu ◽  
Ropafadzo Nyamukapa ◽  
Fungisai Mazhandu ◽  
Julia Mutambara ◽  
Walter Mangezi ◽  
...  

This report describes a pilot project which involved undergraduate medical students’ clinical competence in psychiatry assessed through objective structured clinical examinations for the first time in Zimbabwe. The pilot describes how gaps in medical education can be addressed by collaborative partnerships that allow sharing of knowledge by local institutions and international experts.


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