Resources

This study explores residents’ perceptions about and exposure to specific activities during their behavioral health rotations.

Mezirow’s Transformative Learning Theory was used as the educational framework to develop a course that would provide students with opportunities to improve their understanding of SUDs; to assess, challenge, and reflect on their attitudes toward patients with SUDs; to receive direct observation, assessment, and feedback on behavior change counseling; and to engage in interprofessional education.

The study’s purpose was to evaluate the impact of an interprofessional SUD course on students’ educational outcomes and their attitudes toward interprofessionalism.

As a first step in much needed curriculum development in this area, this study sought to assess learner experiences regarding the management of behavioral health problems during residency. 

Educational policy makers need specific curricular information to inform the major re-structuring that medical education must undergo to meet society's need for improved mental health and psychosocial care.