Overview of Quality Standards for Competency-Based Addiction Training and Education Programs in Postgraduate and Continuing Medical Studies: A Systematic Review

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00064165%3A_____%2F25%3A10500737" target="_blank" >RIV/00064165:_____/25:10500737 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11110/25:10500737

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=_tuKGLJo1e" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=_tuKGLJo1e</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1159/000546610" target="_blank" >10.1159/000546610</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Overview of Quality Standards for Competency-Based Addiction Training and Education Programs in Postgraduate and Continuing Medical Studies: A Systematic Review

Popis výsledku v původním jazyce

Introduction: The medical profession plays a crucial role in preventing and treating substance use disorders. However, the quality of addiction-focused medical education, considering only graduate medical education (GME) and continuing medical education (CME) programs, varies across countries. This study aimed to explore the variety of published programs and curriculum components in competency-based approach to addiction medicine education for physicians and to highlight key areas in this field. Methods: This study involves a systematic review of literature to identify quality standards for competency-based education in GME and CME related to addiction. Electronic databases were searched, including PubMed, EBSCO, SCOPUS, and Web of Science, for relevant key terms following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) methodology. Studies included any English language text addressing educational competency-based models and standards for education within GME or CME in the UA and European Union. The process included identifying, screening, and reviewing articles and studies for relevance. The goal was to delineate existing competency-based training programs and highlight quality standards in education and training for physicians in a field of GME and CME. Results: The result of this work led to the evaluation of curriculum topic standardization and agreement on core competencies to ensure that education in GME and CME is professionally consistent across states and universities. Our study included 55 articles describing models and standards for training programs in addiction medicine. In the final sample, articles that included specific information according to set criteria were included (n = 9). Conclusions: The description of specific competing interest educational evidence-based models and standards in GME and CME in addiction medical education is not sufficiently represented in published texts and is generally referred to general standards and models of individual institutions or universities.

Název v anglickém jazyce

Overview of Quality Standards for Competency-Based Addiction Training and Education Programs in Postgraduate and Continuing Medical Studies: A Systematic Review

Popis výsledku anglicky

Introduction: The medical profession plays a crucial role in preventing and treating substance use disorders. However, the quality of addiction-focused medical education, considering only graduate medical education (GME) and continuing medical education (CME) programs, varies across countries. This study aimed to explore the variety of published programs and curriculum components in competency-based approach to addiction medicine education for physicians and to highlight key areas in this field. Methods: This study involves a systematic review of literature to identify quality standards for competency-based education in GME and CME related to addiction. Electronic databases were searched, including PubMed, EBSCO, SCOPUS, and Web of Science, for relevant key terms following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) methodology. Studies included any English language text addressing educational competency-based models and standards for education within GME or CME in the UA and European Union. The process included identifying, screening, and reviewing articles and studies for relevance. The goal was to delineate existing competency-based training programs and highlight quality standards in education and training for physicians in a field of GME and CME. Results: The result of this work led to the evaluation of curriculum topic standardization and agreement on core competencies to ensure that education in GME and CME is professionally consistent across states and universities. Our study included 55 articles describing models and standards for training programs in addiction medicine. In the final sample, articles that included specific information according to set criteria were included (n = 9). Conclusions: The description of specific competing interest educational evidence-based models and standards in GME and CME in addiction medical education is not sufficiently represented in published texts and is generally referred to general standards and models of individual institutions or universities.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

30312 - Substance abuse

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

European Addiction Research

ISSN

1022-6877

e-ISSN

1421-9891

Svazek periodika

31

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

19

Strana od-do

232-250

Kód UT WoS článku

001550983000001

EID výsledku v databázi Scopus

2-s2.0-105013100526