Original Publication
Open Access

Social Worker as SBIRT Instructor to Emergency Medicine Residents

Published: July 16, 2014 | 10.15766/mep_2374-8265.9840

Included in this publication:

  • CSAT Training Satisfaction Survey.pdf
  • Resident SBIRT Presentation.ppt
  • SBIRT Alcohol and Substance Abuse Agreement Forms.docx
  • SBIRT Checklist.doc
  • SBIRT Instructor's Guide.docx
  • SBIRT Readiness Ruler and NIAAA Guidelines.pdf
  • SBIRT Role Play Cases.pdf
  • SBIRT Video Demonstration 1.mp4
  • SBIRT Video Demonstration 2.mp4
  • SBIRT Video Demonstration 3.mp4
  • SuperUser Workshop Presentation.ppt

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

Interprofessional education is increasingly recognized and encouraged as an instructive approach to medical education. Social workers are a vital part of the medical team and provide a unique opportunity to strengthen interprofessional relationships while teaching residents valuable skills.

This training module is designed to facilitate the interprofessional instruction and workplace learning of SBIRT (Screening, Brief Intervention, and Referral to Treatment) for emergency medicine (EM) residents by emergency department social workers. Prior to SBIRT teaching of residents, emergency department social workers are trained as “superusers”, which we define as social workers trained in both SBIRT and how to facilitate teaching of SBIRT to EM residents during actual clinical shifts. Two MDs (one resident SBIRT “champion” and one faculty SBIRT “champion”) train social workers to be superusers, participate in training of residents as superusers themselves, and handle the administrative duties of curriculum implementation.

This module provides an overall curricular outline for the training of SBIRT superusers who will in turn train emergency medicine residents. Included in this module are materials for the initial didactic instruction of both social worker superusers and emergency medicine residents: Powerpoint lecture presentations, resources for video case demonstrations of SBIRT to present to learners, and role play case studies for superusers. Our “instructor’s guide” details how to implement the curriculum and includes a trouble shooting guide of the challenges and limitations we encountered with suggestions on how to overcome these challenges and improve the training program.

Ten participants (of which one did not become a superuser) evaluated the superuser SBIRT training lecture and role play session. They filled out the Center for Substance Abuse Treatment (CSAT) Baseline Training Satisfaction Survey. On a 5 point scale (1= very satisfied to 5 = very dissatisfied), the session received a 1.10 for overall quality of the lecture, 1.00 for quality the instruction, 1.20 for quality of the training materials, and 1.00 for training experience. On a 5 point scale (1 = strongly agree to 5 = strongly disagree), all ten social worker said they strongly agreed that the training was relevant to their career and expect to use the information gained from the training.

Twenty PGY2 to PGY4 emergency medicine residents evaluated the EM resident SBIRT training lecture using the same CSAT Baseline Training Satisfaction Survey. The lecture received a 1.40 for overall quality of the lecture, 1.30 for quality of the instruction, 1.70 for quality of the training materials, and 1.40 for training experience. 19 of 20 residents responded to “the lecture was relevant to my career” with an average score of 1.53, and all 20 residents responded to “I expect to use the information gained from this lecture” with an average score of 1.65.

Nine PGY1 emergency medicine residents evaluated the intern SBIRT training lecture using our standard conference evaluation survey. On a 5 point scale (1 = poor to 5 = excellent), the lecture received a 4.67 for organization/content of educational session, 4.67 for delivery of educational session, 4.89 for practical value, and 4.78 for overall quality.

Educational Objectives

  1. Emergency medicine residents will learn to competently utilize Screening, Brief Intervention, and Referral to Treatment (SBIRT) for patients at risk for substance abuse.
  2. Train social workers to teach emergency medicine residents in SBIRT in the workplace.

Author Information

  • Philippa Soskin, MD: University of California, San Francisco, School of Medicine
  • David Duong, MD, PhD: University of University of California, San Francisco, School of Medicine

Disclosures
None to report.

Funding/Support
None to report.



Citation

Soskin P, Duong D. Social worker as SBIRT instructor to emergency medicine residents. MedEdPORTAL. 2014;10:9840. https://doi.org/10.15766/mep_2374-8265.9840