Integrating addiction medicine training into medical school and residency curricula
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The Affordable Care Act (2010) brings an opportunity to increase the integration of addiction treatment into the health-care system. With the anticipated expansion of addiction care services in primary care, challenges, such as workforce training, can be expected. This presentation discusses challenges and opportunities for addiction medicine training of primary care professionals in Ireland, Canada, and Portland, Oregon. To explore ideas for integrating addiction medicine education into medical school, fellowship, and residency curricula and to consider how implementation barriers can be addressed. The presentation will outline the setup and content of some of the current addiction medicine education in medical schools and residency programs in Ireland, Canada, and Portland, Oregon. Examples from three educational initiatives will be used to generate ideas applicable to each setting and help overcome integration barriers: the St. Paul’s Hospital Goldcorp Addiction Medicine Fellowship ( http://www.addictionmedicinefellowship.org ), the feasibility study on alcohol SBIRT for opioid agonist patients in Ireland (PINTA), and the team-based SBIRT Oregon project ( http://www.sbirtoregon.org ). Scenarios that illustrate implementation strategies, such as educational outreach visits to practitioners—based on overcoming obstacles to change—and facilitators of integrating addiction medicine education into medical school and residency curricula, will be described. The presentation will conclude with an overview of how initiatives in which the authors have been involved may be used to improve addiction medicine education.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.041 | 0.352 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it