Online Program

Resources to support SBIRT implementation: Theory-based case, course, and tool development

Monday, November 4, 2013

Richard Goldsworthy, PhD, MSEd, Academic Edge, Inc., Bloomington, IN
David Crabb, MD, Department of Medicine, Indiana University School of Medicine, Indianapolis, IN
Julie Vannerson, MD, Department of Medicine, Indiana University School of Medicine, Indianapolis, IN
Peter Honebein, PhD, Academic Edge, Inc., Bloomington, IN
Background: Substance misuse and abuse represent a significant public health problem in the U.S. Public health providers are uniquely positioned to address these risky use behaviors through SBIRT (Screening, Brief Intervention, and Referral to Treatment). SBIRT adoption is gaining momentum; however, education and support lag behind endorsement, with few courses and tools available and none that address organization-wide implementation issues. We discuss the results of two independent, multi-year efforts to address this problem.

Methods: Using established user-centered design processes, learning theories, and extensive expert and end-user involvement, we iteratively developed and evaluated web based courses, video cases, and support tools for residents at a major medical school and, separately, for NIDA for practicing primary care physicians.

Results: Across both projects, five separate, media rich, web-based courses were developed, several with tailored versions for residents, primary care, pediatrics, and obgyn, and exploring different technologies (Flash, video, CMS, javascript) for delivery, presentation, and interactivity. All courses have been well-received and led to measurable improvement in target outcomes; however, satisfaction, usability, and learning outcomes varied by technology, implying practical suggestions for when to use different technologies to support learning.

Conclusions: SBIRT can reduce adverse alcohol and substance misuse related public health outcomes. Adoption and implementation remains a challenge at the individual provider and organizational levels. The reported efforts address adoption, education, and support for specific target audiences and additional tailored courses and cases are merited for other specialties and practice environments. All courses and resources are freely available.

Supported in part by NIDA/NIH#N43DA-8-2215.

Learning Areas:

Implementation of health education strategies, interventions and programs

Learning Objectives:
Describe the need for and process used to generate several different SBIRT adoption and implementation readily available to organizations and individuals. Describe the underlying theory, the review and formative evaluation processes and outcomes, and the content of 5 different courses utilizing two distinct technologies, a series of provider and patient level video-based case studies, and associated paper and online resources.

Keyword(s): Substance Abuse, Alcohol Use

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have served as principle investigator on a multiyear, multi-institutional NIH-funded effort, to examine how different educational tools affect SBIRT adoption and implemention. Other efforts have included using social VR for training, and supporting SAMSHA rollout of SBIRT training in large residency/community-based organizations. I have 15 years experience as a lead researcher and a health instructional designer, and my areas of work have included alcohol use and abuse, FASD, screening and intervention, suicide-prevention, and others.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.