The Devil's in the Depot Details: Case of Iatrogenic Opioid Intoxication After Buprenorphine Injection Requiring Surgical Excision.

Monthly long-acting injectable buprenorphine (LAI-BUP) is a treatment option for moderate to severe opioid use disorder. Safe administration of LAI-BUP requires preexisting opioid tolerance to prevent sedation and respiratory depression. In the event of adverse medication effects including oversedation, LAI-BUP can be surgically excised up to 14 days after administration ( https://www.

Twelve tips for integrating podcasts into medical education curricula.

Engagement with medical education podcasts among health professions learners has been increasing steadily over the last several years. Prior '12 Tips' publications have focused on helping medical educators create and publish their own podcasts. However, there is a gap in available resources to help educators incorporate an already existing and growing library of medical education podcasts into their curriculum rather than create their own.

Transforming an educational ecosystem for substance use disorders: A multi-modal model for continuous curricular improvement and institutional change.

Health professions curricula are created to prepare learners to effectively address health issues affecting individ uals and their communities. Ideally, curricula emphasize the predominant biopsychosocial influences impacting the health of diverse populations. However, despite decades of investment and advances in educational research and design, we have failed to create a health professional workforce capable of equitably meeting the health care needs of the public.

A is for advocacy: How introducing student advocacy assessment impacts longitudinal integrated clerkship students and clinical supervisors.

To improve health, physicians are increasingly called to advocate. Yet medical schools have only recently focused on health advocacy skill-building. Limited work to date addresses assessing medical student advocacy on behalf of patients.

Best Practices for Integrating Medical Students Into Telehealth Visits.

Telehealth has become an increasingly important part of health care delivery, with a dramatic rise in telehealth visits during the COVID-19 pandemic. Telehealth visits will continue to be a part of care delivery after the pandemic subsides, and it is important that medical students receive training in telehealth skills to meet emerging telehealth competencies. This paper describes strategies for successfully integrating medical students into telehealth visits in the ambulatory setting based on existing literature and the extensive experience of the authors teaching and learning in the telehealth environment.

Factors Associated with a Career in Primary Care Medicine: Continuity Clinic Experience Matters.

Background: Due to concerns of inadequate primary care access, national agencies like the Health Resources and Services Administration (HRSA) support primary care (PC) residencies. Recent research demonstrates that up to 35% of PC alumni lost interest in PC during residency. These alumni who lost interest noted that their continuity clinic experience influenced their career choice.

A framework to promote equity in clinical clerkships.

Background: Diversifying the medical student body without striving for equity in the clerkship (first full-time clinical training year) learning environment disadvantages under-represented in medicine (UIM) students and undermines the educational process.

Context: To characterise and address inequities within an internal medicine clerkship, we conducted a multi-phased process to promote equity in the clerkship learning environment at an urban medical school with multiple sites. … we conducted a multi-phased process to promote equity in the clerkship learning environment … INNOVATION: The process to improve the learning environment and equity in the clerkship included: (i) a literature review and needs assessment (focus group) with UIM students; (ii) a medicine clerkship retreat with school leaders and diversity experts to reflect on the needs assessment data and generate interventions to improve equity; (iii) a member checking session with UIM students to ensure that the proposed solutions addressed the inequities that were noted in the needs assessment.