Simulation Methods as a Tool to Enhance Medical Student Education and Combat Stigma in Addictions

Individuals with substance use disorders are besieged by stigma, within their community and also the broader social context. This stigma may also pervade interactions with health care professionals, preventing individuals with SUD from seeking treatment for medical and/or psychiatric conditions. Given the current opioid crisis, providers must be equipped with the skills to diagnose and treat individuals with SUD, as well as the ability to communicate in an empathic, nonjudgmental manner. While training in addictions has often been absent from medical school curriculum, increasing numbers of programs are incorporating such training. Simulation methods have been underutilized in mental health and addiction training. The present study sought to examine learner knowledge, perceptions, and confidence in treating patients with SUD and build upon existing findings regarding the utility of simulations in addictions. Although research in this area is scant, the existing evidence supports the value of simulations to enhance clinical skills, learner confidence, and perceptions of individuals with SUD. Results of the present pilot study appear to support previous findings. Simulation training methods appear to be a viable option to train providers to identify and treat individuals with SUD, while potentially combating stigma and increasing provider confidence and empathy.