Objective: We completed a needs and preference analysis of primary care providers to guide development of a live remote (offsite) Standardized Patient experience that would be used for skills training. We specifically wanted to understand enthusiasm for the concept of remote (Internet-based) SP-based learning that would occur via live chat or other real-time communication technology. We also sought preferences regarding such an experience, so the experience could be designed efficiently and be consistent with the target audience s wishes. We specifically sought input regarding an SP experience involving interviewing skills related to recognizing addiction and the risk of potential misuse of controlled substances.

Method: We performed online surveys of convenience samples of 3 groups of practicing physicians (total n=27), residents (n=9), nurse practitioners (n=9), and addiction specialist physicians (n=8) regarding their preference in terms of a remote Standardized Patient experience. Total number of respondents surveyed was 53.

Results or Conclusions: Enthusiasm for learning via a live remote SP experience was strong and consistent across different experience levels of physicians as well as for nurse practitioners. In all groups, 77% or more of respondents expressed willingness to take an online continuation education course or earn CME credits based on a remote Standardized Patient experience. The majority of respondents (50-85%) preferred that Internet-based text chat be used for the remote experience instead of video, telephone, or an asynchronous bboard. Most (55 to 78%) preferred to be able to use a specific time window for the experience compared to setting aside a specific time. The majority also expressed a willingness to be observed by other learners and to observe other learners themselves (50 to 77%). Further investigation of this aspect of live remote SP learning is warranted, since respondents were interested having or serving as an observer. Health care providers are interested and willing to utilize a remote SP experience for clinical skills training. Their needs and preferences can be accommodated efficiently.

Introduction: To deliver buprenorphine training to a larger number of physicians, we developed an Internet-based buprenorphine training program consisting of 12 online continuing medical education (CME) modules organized into 8 hours of learning. Education could be completed in any order and at the learner's convenience. In total, 1180 learners completed the program between April 2007 and April 2009; 95% were physicians.

Methodology: For each course, learners completed pre- and post-test measures on knowledge about substance abuse and treatment, attitudes toward treating addiction, intended behavior toward addicted patients, self-efficacy in understanding and treating addiction, and satisfaction with the learning experience. For analysis purposes, knowledge post-tests recorded only the learners' first answers to each question. The data reported here was collected from April - October 2008 (n=243).

Results: Data analysis revealed that the mean scores increased from the pre- to post-test in 12/12 courses for all outcomes measured: knowledge, attitude, intended behavior, and self-efficacy (p< .0001 for each outcome). Of learners who completed the optional post-training satisfaction survey (n= 243), 89.7% agreed/strongly agreed that the training program was a valuable learning experience and 95% said that they had colleagues who could benefit from the program. Convenience, organization, and availability of the online program were strong assets.

Conclusion: Online training on buprenphine is well received and effective. The value of online training to other topics and for alternative audiences should be studied further.

Disclaimer/Funding: The training program was developed with funding from NIDA (#R44DA12066) and is supported by ASAM as a DATA-qualifying buprenorphine training program.