Educational Approaches to Prescribing Practices and Substance Abuse

Bibliographic Data

ID14676133
AuthorsJohn N Chappel (University of Nevada, Reno, corresponding author)
Year1991
Volume23
Issue4
Pages359-363
Publication date1991-10-01
Open AccessNo
TypeARTICLE
VenueJournal of Psychoactive Drugs (JOURNAL)
Journal identifiersISSN: 0279-1072 • E-ISSN: 2159-9777
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02791072.1991.10471607
PMID1813608
OpenAlexW2092210386
LanguageEN
Citations received3
References cited14

The history of medical education in treating and prescribing for additive disorders is primarily one of omission. This began to change in the 1970s, leading to positive developments in medical education; however, much still remains to be done. Training in writing prescriptions should cover four areas: (1) prescribing to prevent addiction; (2) prescribing for alcohol or other drug dependent patients; (3) prescribing for withdrawal from alcohol or other drugs; and (4) prescribing for patients in recovery from alcohol or other drug addiction. Other areas of importance to medical education are inappropriate prescribing practices, self-prescribing, and prescribing for dual diagnosis patients. Physicians need to know how to avoid becoming duped, dated, impaired or "script doctors." The educational techniques used in attaining these goals emphasize adult, or andragogical, education, sequencing curricula over the years of medical school and residency training, utilizing a variety of instructional techniques, and evaluating the results after each educational unit. The use of clinical vignettes, patient management problems and simulated patients is recommended

Addiction · Addiction medicine · Curriculum · Family medicine · Medical education · Medical prescription · Medical school · Pedagogy · Psychiatry · Substance abuse · Medical Research and Practices · Medicine · Nursing · Pharmaceutical industry and healthcare · Pharmaceutical Practices and Patient Outcomes · Psychology

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