Hi, everyone. Thank you all so much for joining us on this workshop for implementing addiction student interest groups to increase interest as well as decrease stigma. I'm Minhee, I'm a fourth year medical student at the Medical College of Wisconsin, currently actually applying to psychiatry residency, and I'll be your co host today. Today we have several students and faculty leaders and who are going to be sharing about their experiences in student interest groups for addictions and who hopefully can help you in all creating your own or expanding your own groups as well. My co host today is Dr. Koal. She completed her medical school in Germany and her addiction psychiatry fellowship at the Medical College of Wisconsin. She's also certified in addiction medicine, and is currently the fellowship program director for addictions at MCW, as well as a faculty advisor for the MCW addiction medicine student interest group. And then our first presenter is Rachel Greenberg, who will discuss creating student interest groups. She is a second year medical student at MCW, and she has worked in sober living facility, research opioid use in rural Wisconsin and helped assemble overdose prevention kits for nonprofit in Minnesota. Today, Rachel is continuously working to increase awareness and reduce stigma on her medical school campus as a co founder for the addiction medicine student interest group. After that, we'll have Patrick Brown discuss funding options for student interest groups. He is an MS3 at Oregon Health and Science University. He is interested in improving clinical outcomes for patients with substance use disorders, and including the voices of people with lived experience in medical education. And he recently completed a master's in clinical research focused on chronic pain and substance use outcomes for adolescents prescribed with opiates. And finally, we'll have Gabrielle Campos and Dr. Morford, who will be talking about an interprofessional approach to student interest groups as well. Gabrielle Campos is a second year medical student at Yale Medical School, originally from Sao Paolo, Brazil. She received her bachelor's of science in cognitive neuroscience, and a master's in psychology from Brown University, where she studied the relationship between sleep and ADHD. She has been a part of the addiction medicine collaborative for about a year now and hopes to go into psychiatry. And finally, we have Dr. Morford, who is the assistant professor and clinical educator at Yale School of Medicine. He trained as a general internist at Yale primary care residency program and completed his fellowship in addiction medicine. He provides primary care and addiction treatment at a community based opioid treatment program in cancer patients on the addiction medicine consult service at Yale New Haven Hospital. He directs an interprofessional addiction training program called CHAMP and serves as the associate program director for the Yale addiction medicine fellowship program, and as a faculty advisor for the student led addiction collaborative. And then after their presentations, we also have some breakout sessions, if we have a large enough group to kind of tell your experience to your own situation or interests. So there'll be three groups. The first group will be those who are just starting to form a group. The second group will be those wanting more funding options. And the third group will be those looking to expand their group or create interprofessional opportunities. So with that said, I have nothing to disclose, and we all have nothing to disclose. These are objectives. And then we'll start off with Rachel, who will have some warm up questions for you. Yeah, so hi, everyone. It's so good to see you all. So I'll go through our first question, which is, which statement best describes the attitudes and experiences of substance use disorders among medical professionals? A attitudes towards patients diagnosed with substance use disorder disorder improve over time, as one's knowledge and skill for treating such individuals increases. B, a majority of health professional students receive adequate training of substance use disorder in their curriculum. C, educational opportunities for health professional students have no impact on the attitudes, stigma and bias of those with substance use disorder. D, health professionals, including nurses, pharmacists, physicians, social workers, all have similar levels of comfort addressing substance use disorder. And E, part of the negative attitudes towards patients with substance use disorder can be attributed to the hidden curriculum. So the answer is E. So the part of the negative attitudes towards patients with substance use disorder can be attributed to the hidden curriculum. And so the hidden curriculum, or in other words, the cynical training years during clinical clerkships is often referred to as a time when students observe negative behaviors from their peers and their mentors. So observation of these unprofessional and negative behaviors really do play a large role in perpetuating these attitudes in student doctors and other student health professionals. All right, so it looks like everyone responded D, that participation in student interest groups benefits students by providing mentorship, residency information, opportunities for research and education about specialty topics, which was our intended answer. So in terms of like having a successful interest group, three big components, one planning, having a leadership group, sort of a core of your interest group involving student leaders and faculty that can organize events, meeting as a group at the beginning of the year to plan topics based on a student interest survey to assess what students would like to learn about and to make sure that events are still at appropriate times that don't conflict with exams or classes. And then also figuring out how to use interest group funds. So lunches don't use all that much money and various sources, which I'll discuss more later, involve student unions, department, staff or fundraisers. And then interest groups typically have events. So you can have competitive events like a trivia night with staff or residents or a case competition. Interactive events are always popular. Workshops or interactive lectures where attendees can learn a skill. And then guidance events where you have many levels of trainees, question panels to help students better understand diction. And then collaboration, working with other groups, say like a psychiatry interest group, a health and equity interest group, to both make better use of limited funds and also to get more attendees. And then debriefing after events to make sure that you're having the intended reach. So social media can be used effectively to advertise events, but also to ask how those went and connect students with resources and research opportunities. Feedback can be obtained through surveys after an event and to share feedback. And then it's also very important in interest groups where students are frequently moving on to clinicals to hand off promotional materials, schedules, advice for changes so that you're not reinventing the wheel each year. So topics that student interest groups focused on addiction can bring in include mentorship involving faculty and residents so that students have a clear career pathway in a specialty that may not be heavily advertised. Community service opportunities for students to help build their resume, but also to work with groups and sort of expand their context for addiction outside of medicine. Information about how to apply for residency, about how to interview. Education about specialty specific conditions and procedures which may not be as widely shared through the required curriculum. Use of blogs. Assistance getting connected with research, with faculty members with similar interests and then lectures about the specialty as a career choice. All right, so I'm gonna read our third and last question which is what is one of the main contributing factors for worsening clinician attitudes towards individuals with substance use disorders? So A is clinical experiences primarily with individuals with mild substance use disorders. B, lack of exposure to individuals in recovery. C, addiction education intervention only during clerkship years. D, access to role models and mentorship. E, perception of substance misuse as a neurobiological phenomenon. So if you can go ahead and launch the poll. All right, so looks like we did pretty well with this one. The answer was B, lack of exposure to individuals in recovery and I'm gonna talk a little bit more about that. So you can see here on the slide, here's some strategies that have been shown to improve attitudes towards patients with substance use disorders and those include increasing awareness of negative attitudes, discussing these common attitudes, increasing and improving addiction treatment options and intervening at all levels of professional development about these attitudes. And then some things that worsen these attitudes include working primarily with patients that have severe substance use disorders, lack of exposure to stable individuals in recovery, which is what we just talked about, lack of time and resources, poor role models and mentorship and perception of substance misuse as a moral failing or a character flaw. All right, so we'll go ahead with our first presenter, Rachel, and she'll be talking about developing a student interest group. Yeah, so hi everyone. Just like Minhee said in the beginning, my name's Rachel, I am a second year medical student at the Medical College of Wisconsin and I'm also one of the co-founders and co-presidents of the MCW Addiction Medicine Interest Group. And today I'll be talking about the different elements that go into developing an addiction medicine or an addiction psychiatry interest group. So I have no relevant disclosures. And then, so our learning objectives for today are to reflect on the value of addiction medicine student interest groups and to develop a plan for implementing a student interest group. So this slide is just a general overview of what we'll be going through during today's presentation. And it's essentially just the steps that it takes to establish an addiction medicine group. So that includes establishing goals and a mission, finding faculty advisors, finding additional leadership members, submitting applications if that's relevant to your institution, recruiting members and planning events. So throughout this presentation, we'll go through each of these steps individually. So establishing goals for your group is really a key step in creating a solid foundation for your group. So these goals are really what you're gonna base your activities and your opportunities off of for your group members. So for example, one of the main reasons that prompted me to help establish this type of group at MCW was that I noticed that there wasn't a lot of information about addiction in the medical school curriculum. So we typically get one or two chronic pain lectures or things like that. And there really isn't a lot of information about addiction. So it's really important to recognize what your institution offers in the curriculum and maybe what they're lacking as well, because identifying those kinds of gaps can really help you construct meaningful goals for your group. So when creating goals and a mission for your group, it can be really nice to divide things into bigger themes. So for example, you could focus on stigma reduction or medical student education. So bigger things like that and breaking things into overarching themes and then making kind of more specific goals within each of those overarching themes can be really helpful in organizing everything. So some of the major goals that I think are important for an addiction medicine student interest group are things listed on the slide. So raising awareness and providing opportunities for students to learn more about the disease of addiction as well as different treatment modalities, learning about harm reduction techniques and the complex barriers that we see in addiction, providing volunteering opportunities where students can give back to the local community, creating strong partnerships with local community organizations, making change. And by that, I kind of mean what I was talking about earlier so kind of identifying gaps in your medical school curriculum and trying to supplement that curriculum. So establishing this kind of group really gives students the opportunity to expand their knowledge and become well-rounded physicians and then making sure that you have an inclusive group. And so by that, I mean that this type of group is not only for people interested in practicing addiction medicine or addiction psychiatry, but it's really geared towards anyone who's going into the medical field who wants to be more comfortable engaging with this population of individuals. So after you establish some solid goals and a mission, the next step would be finding a faculty advisor. So having a faculty advisor is really important because you want someone who's supportive and will collaborate with you along the way. So some general things to keep in mind or some general steps to take when you're looking for a faculty advisor include the following. So one of the first things I would suggest is using your institution's website to search for faculty that are involved in addiction medicine, addiction psychiatry, or those in other specialties who treat substance use disorders, such as physicians in internal medicine or family medicine. And then after you find a physician who you think could be a good fit, the next step would be sending an email, kind of just introducing yourself, who you are, and what the goals and mission of your group are. And I do wanna add too that it's definitely okay to reach out to multiple faculty members to see who you think would be a good fit and who would be good to work with. And I'll have a little bit more on that on the next slide. And then once you send that email and you get a response, just setting up a meeting to meet with the faculty and get to know them more and discuss ideas about the interest group would be the last step with that. So what makes a faculty advisor, what makes faculty a good fit to be an advisor? So throughout my search of finding a faculty advisor, I noticed that there were certain characteristics that made people more likely to be a good fit. So some of the things include having a background in addiction or substance use disorder, having someone who's passionate, motivated, and driven to help develop the new interest group, someone who is able to provide connections to other faculty members at the institution who they think you could collaborate with. You want someone who is frequently able to discuss ideas pertaining to the interest group. You want someone who communicates certain opportunities either at the institution or in the community. You want someone who relays those opportunities to you and to the interest group. And then ideally it would be nice to have someone who is willing to kind of give a lecture to the interest group. So after you find a faculty advisor, the next step would be finding additional leadership members. So finding like-minded classmates or colleagues who are also passionate about addiction is definitely important to the success of the group. So usually you could find people by word of mouth. So talking to friends, friends of friends, maybe a referral from your faculty advisor. So in my case personally, I already knew of three students who were really interested in helping me establish this group. But if you're in a position where that's not the case, a way that you could go about finding additional leadership members would be sending out some sort of survey to see who is interested in committing their time to this. And then having multiple people on the leadership board can really help with increasing diversity and perspective. And it really allows you to divide and conquer tasks, which is helpful, brainstorm ideas, and then build teamwork skills. So the next step after finding additional leadership members would be to submit an application. And I do wanna add that this might not apply to everyone's institution, but for MCW specifically, we had to go through an application process. And that process along with everything that I've talked about thus far took about three to four months until we finally got approved. So if you do have an application to fill out, some of the pieces of information that might be asked of you would include again, the goals and the mission, number of members that might be interested in joining your group, ways that the group will serve the local community, and things like that. So after you get approved, the next step would be actually recruiting members finally. So you can do this through a number of ways. Again, one huge way would be just spreading information by word of mouth. For us, we ended up making a social media page. So we made an MCW Addiction Medicine Interest Group Instagram which is something that a lot of different organizations on our campus have been doing. And this is a really good outlet where you can post about upcoming events, opportunities. And then it's also nice because you can post about current events that are going on in the world that are related to addiction. And then another way would be to hold an introductory meeting, sorry, hold an introductory meeting, which is a really good opportunity to tell your classmates about your goals and talk about future events. And then you could also send out a survey to gauge interest. And for MCW, we had an organization fair. So I'm not sure if that's a common thing at all institutions, but definitely advertising yourself that that kind of event is helpful as well. So then you can start planning events, which is one of the best parts of having a group. So some things to just keep in mind when you're planning events include staying true to your mission and really making sure that your events are in line with your goals that you initially created. It's also really great to collaborate with other interest groups on your campus because it increases your reach to other students who may not be part of your group. And then lastly, just making sure that you're advertising your events and marketing your group as much as possible. So for MCW specifically, since we're a new interest group, we try to do a lot of different events this year. One of the big events that we helped out with was organizing a Narcan and harm reduction training for our first year medical students. And then we also had a variety of different lectures throughout the year so far. And some of those topics include racial and ethnic disparities and addiction, treating dual diagnoses, sex trafficking and substance use disorder. And then we had a talk specifically about the opioid crisis. So I would say that the group that I helped start has been pretty successful thus far. And these are some of the biggest takeaways that I really wanna pass along. So kind of just major things that make a student interest group successful. So that includes strong leadership, communication, and communication skills. And then lastly, I would say that we have a lot of leadership, communication, having unique and engaging opportunities, trying to have really frequent events to increase the number of opportunities that students have, advertising your events and then giving back to the local community. And then I just wanna end by saying again and reiterating that groups are really successful when they're staying true to their mission and achieving the goals that they set out initially. So thank you. If anyone has any questions, you can either unmute or put it in the chat or wait till the breakout room. Great, thanks so much, Rachel. Next, we've got Patrick, who's going to be talking about funding for student interest groups. Hey, I'm Patrick Brown. I co-founded our school's addiction interest group, Addiction Informed Care, back in 2018, and it's still continuing and growing through leadership that we've passed it on to. And I'll be talking about the educational aspects, but also getting your school to buy into what you're doing. And I have no conflicts of interest to disclose. So learning objectives for this segment of the talk will be learning how to identify community partners, both to, like, increase the amount of perspective in your group from outside the medical field and to obtain funding, and then also institutional partners so you can get more done within a school of medicine. And then, as Rachel wonderfully pointed out, the goals of addiction interest groups are often very different than a traditional interest group and often regard the entire student body and increasing education about addiction for anyone going into clinical practice. So I'll be talking about learning how to expand your group's educational reach to the entire student body. So both of these things are hard to do. In terms of funding, at least for our group, we found at the beginning of the year, at least starting in, like, pre-COVID medical school, there are many different interest groups vying for student attention. Students have a number of different interests, and the main thing that determines what interest group events get attended is who has free food at lunch. So there's definitely a need for money to fund these events. And often there's not something built in to provide continued funding to a program over time. And then in terms of educating the broader student body, while you may be reaching an interested group of students, stigma comes from the entire medical community, and we're often trying to reach people who aren't necessarily as interested in addiction. And that comes through essentially the mandatory curriculum, and the school has to be bought in for that to happen. Medical curricula are packed with a lot of different topics, and there are a lot of different stakeholders who are resistant to change, not necessarily because they're conservative, but because everyone has their topic or their lecture that they believe is important and something has to come out for something to come in. So first, talking about funding, I think there's a great opportunity in terms of funding student interest groups. So in response to the drug addiction and overdose epidemic, there's been a significant increase in funding at the federal level, the state level that's available for addiction research and community programming, a lot of which is going to community based nonprofits. And these are organizations that are interested in physician participation and advocacy, even as a medical student who we don't always feel necessarily taken seriously within the context of medical school. I found that medical students are very credible and trusted individuals once you get out into a community setting. And there's also widespread interest on the public level, because for better or worse, the drug addiction and overdose epidemic is closely associated with physician prescribing in the public mind. And people are pretty aware of the lack of availability of addiction health care. So there's a real opportunity here to partner with organizations for cost effective spending, because if five dollars worth of pizza can get a future physician to watch an hour long lecture about harm reduction, that's a pretty good use of societal resources. And also talk a little bit about how you can build on prior funding in order to maintain some continuity for the group. So in terms of our group's funding history at the beginning, we like any. Address group are supporters and that allowed us to buy food for a couple of pretty well attended lunch talks. But at that point, we were out of money. So wanting to do more lunch talks in the future, needing to provide pizza. We got connected by a advocacy group of people with lived experience. I was working with to a coordinated care organization. And in Oregon, that's basically an entity that administers Medicaid. They had a lot of these federal and state funds for addiction related projects, and they provided us with a pretty informal grant of a thousand dollars, which is quite a small grant. But in terms of pizza buys, a lot of pizza. So we're able to do continued lunch talks with that money. But wanting to maintain continuity beyond these startup funds, we continue to apply for small research grants that were targeted primarily at students with the idea that, yes, we were doing these educational activities, but we were also going to study them to see if they were achieving their goals, mostly by giving out surveys. So these funds mostly went toward food to get students to attend. They also went to compensate people with lived experience. And finally, they were sometimes used as incentives to get people to actually fill out the surveys. And I was curious, like for the audience, if you're interested in setting up a student interest group in mentoring a student interest group, what sort of costs do you anticipate coming up? What sort of things would you want to fund or use money for? Compensating speakers and those with lived experience. Absolutely. I think one of the big things there for us was that we do have patient panels through our mandatory curriculum. And those people are compensated for coming to speak. So we wanted to be able to do something similar so that there wasn't kind of this discrepancy in whose time was actually being valued. Potentially supporting students to attend conferences like this one. Absolutely. And at times I think we've had more trouble coming up with ways to spend money than opportunities to apply for funding. So I think conference attendance is somewhat expensive, but a great way to use those funds and help kind of support the future addiction workforce. Resources for community awareness or educational activities. Absolutely. Having something like beyond a talk that conserves a long standing resource going forward could be really valuable and something that would definitely cost money to produce. All right, thank you for those ideas. Keep thinking about them and we'll discuss them later in the Q&A session. So moving on from funding, largely the domain of lunch talks and electives, specific educational interventions that people can sign up for. Moving on to institutional curricula, basically what every medical student who goes through a school of medicine has to learn. This, I think, maybe should not be, but definitely is the domain of addiction interest groups because addiction is just not necessarily very well represented in most curricula. Certainly, addictive disorders and the sequelae of addictive disorders comprise a huge number of the conditions and prevalence of conditions that physicians actually treat. But they are not a focus in like the most recent studies at most medical schools. Students are often strong advocates for change and have opinions about what should and shouldn't be in the curricula, but medical schools are structured very hierarchically, often not in a way that's intended for students to enact change, but rather for students to be instructed, which can make this kind of difficult. So ultimately, for students to do that, it's very important to enlist faculty, both for credibility and for continuity as people move on to the clinical phase of their education and understanding the processes through which curriculum change occurs is also absolutely crucial. And then in terms of our curriculum efforts, so we started by building a lot of relationships in the Department of Addiction Medicine. We found a mentor and then started to meet other faculty, learn about their research interests and get a sense of like who was interested in education, who had prepared talks on different topics that they could come give. And then I started to meet people in the Department of Addiction Psychiatry actually only more recently than that, as there does appear to be like some siloing. But we worked with faculty once one of them brought up the idea of having an elective to develop elective curricula. And I think this like co-brainstorming process was very important because as students, we had pretty nebulous priorities. We wanted students to learn about harm reduction. We wanted the voices of people with lived experience to be part of the curriculum. But we weren't necessarily thinking about educational competencies in the strictest sense. And the faculty absolutely were. And that really helped us get together like what the curriculum committee was looking for in terms of an application. So at most schools, it's my understanding that there is a curriculum approval committee that looks at your intended competencies, what your like syllabus looks like, and then decides whether or not something can be offered for credit. We've found that the people on that committee were and then finally going beyond that elective, we really wanted to find areas where we could integrate not only with for credit curriculum, but the entire mandatory curriculum. So we reached out to people that taught clinical skills, that taught clinical communication, because we thought those were valuable areas to learn, for example, mandatory interviewing around substance use disorders. And we weren't very successful. And then we reached out to the people who directed neurology and psychiatry, where existing lectures about addiction, pharmacology, pathophysiology currently were and again, weren't very successful. And then one of our MD, PhD student in our school, Kelsey Priest, who I think is actually at the session, who'd already been doing a lot of work before this interest group had started, talked to someone who directed a newer component of our curriculum where students learned about, among other things, the treatment of pain. And because that was newer, it was changing more frequently. There was more variable ability of lecturers to come year to year. And that course director was much more open to having new content from students brought in specifically around addiction. So it took a while to find a place for this. But I think if you talk to enough people, eventually you'll find the right person in your institution who has control over the part of the curriculum and is also interested in incorporating more addiction content. So what we learned from this process is that interest in addiction is very widespread. There are people who don't necessarily see it as a priority, but members of the public are very focused on it right now. It is a focus of medical education leadership, at least nominally. And if you look out in the community or within your own institution, you will find people that are willing to support your goals and can help you achieve them, even if it takes a while. We also learned that faculty participation is absolutely essential in terms of our mandatory curriculum content and our electives year to year. Student leadership transitions each time. So having someone who actually has continuity with that has been necessary for those to move on and to have someone continuously advocate for the importance of those curricula. We learned that funding begets funding. So initially we were applying for grants as individual students saying this is a research project I'd like to do. But now that we've had several successfully funded projects, we've been able to say, hey, this is an interest group. We're transitioning leadership each year and we're not really applying as an individual student. But for funds that are going to be passed on here, here's the position that you're going to be in contact with who's going to report to you, which has ultimately been an unconventional way to apply for grants, but has been successful because we're supported by that track record. And we've also learned that it's a lot easier to sustain than to start curricula, both at the beginning of efforts to change the mandatory curriculum and also to create this elective. There was a very steep learning curve. It took a long time to get everything together. But now the curriculum are in place. The lecture slides have been designed for the mandatory curriculum. We basically film the Zoom panel just for scheduling convenience. And so that's like a full hour block that's already recorded that can be used each year. And then there are separate discussion sessions. So there's not even really a need to set things up with a speaker's schedule each year. So when you're developing a plan for your own student interest group, some things to think about are like what organizations in your community are working towards shared goals, either health systems, groups of people with lived experience that are advocating, even payers can be important people to work with in like advancing what you're trying to do. And then from a curriculum standpoint, figuring out how curriculum is approved and revised at your institution, which is not something that's very transparent to students, but you can find if you look for. And then figuring out which parts lend themselves to incorporating more addiction content and having backups in case the first few don't work out, because they probably won't. But eventually you'll find somewhere. And I just want to address Dr. Weiss's comment. Med student free clinics are often a great way to develop meaningful clinical exposure, develop comfort with substance use populations, and funding does not typically draw from interest groups. The most recent project, and one I'm actually not engaged in, but our current interest group leads have been doing harm reduction sessions through our student run free clinic where they're offering Narcan. We haven't been able to supply like syringes, but alcohol wipes, other harm reduction supplies, and those are actually drawing off a recent grant that we got. So I think that's a fabulous idea. All right. Thanks so much, Patrick. And finally, we have Gabriella and Dr. Warford about collaborating with other health professionals. All right, so as Mindy said, my name is Gabriella. I'm a second year medical student at Yale, and I'm one of the current leaders for the Addiction Medicine Collaborative, or the EMC, at our university. And I'm here with Dr. Kenny Warford, who is our faculty advisor. And we've heard a lot about creating and funding addiction student groups from Rachel and Pat. And now we're going to talk a little bit more about collaborating with other health professionals. So we have no conflicts of interest to disclose. And I'm going to first introduce what our learning objectives are for today. So recognizing opportunities for collaboration with other health professional trainees and developing a plan for growing an existing student interest group. Also, like since this is a workshop, we wanted to be interactive. If you have any questions as we're presenting, feel free to unmute or throw them in the chat and we'll address them. We want this to be sort of a conversation, so definitely do that. All right, so I'm going to start off about just highlighting interprofessional collaboration in general before I dive into addiction medicine specifically. And so interprofessional collaboration is what happens when two or more professions work together to achieve a common goal. And some of the benefits of that include opportunities to learn and go beyond traditional ways of thinking that are kind of constrained to just one profession. Potential to develop lifelong relationships and opportunity to share costs. If you have different places that you're getting funding from, we just heard from Pat, that's very important. Cross fertilization of ideas across different disciplines and pooling of knowledge so you can get different angles to tackle large and complex problems. Now, these are especially important in the context of addiction. So interprofessional collaboration in this context is really key because effective approaches to address the substance use by definition require collaboration among diverse health care professionals and trainees. So nurses, PAs, doctors, social workers, psychologists, it's a very interprofessional field. So naturally it follows that an addiction student interest group would really benefit from interprofessional collaboration. Additionally, it's been shown that interprofessional education improves students knowledge, skills and attitudes towards addiction and towards interprofessional collaboration itself. So fostering that collaborative interprofessional environment is really important, specifically in the context of addiction. And Dr. Morford is going to talk a little bit more about how that applies to the AMC and about the AMC in general. Great. Thank you, Gabby. Yeah, so now that you've heard about the importance of interprofessional collaboration and education in the context of substance use and addiction related care. I want to tell you about our interprofessional student interest group so it's called the Yale Addiction Medicine Collaborative or the AMC. It was established in 2016. It started with a small group of public health and medical students. It has since grown to include students from the schools of medicine so that includes MD and PA students, the School of Nursing and the School of Public Health. And as of this year we have 55 registered students who are part of the AMC. And the overarching aim of the group is to foster students interest education and scholarly projects concerning addiction and harm reduction through collaborative discussions and events. So this slide outlines the four kind of main components that the AMC used to achieve interprofessional expansion. They include outreach, leadership, needs assessment, and events. And so starting with outreach, you know, the AMC, since it started with this group of public health and medical students. There's already this desire to make it as interprofessional as possible. And Yale happens to have a nursing school and PA program as well. So the first step was to try and figure out how do we reach these students. And what the students did is that they reached out to faculty and fellows in addiction psychiatry and addiction medicine seeking support, and also to figure out you know have these faculty members worked with students at the nursing school or PA program to express interest in addiction. And that was actually how I got involved so I was contacted in 2017 by these AMC students. I was a felt addiction medicine fellow at the time and they said, you know, who do you know at the School of Nursing who might want to join this group. So that was one way to identify these students. The second part of outreach was to build on existing collaborations. So, the two main collaborations that the AMC, you know, kind of used for this purpose was, um, there is a large interprofessional course that all first year medical nursing and PA students have to attend during their first year, it's a whole year long course it's mostly focused on history taking and physical exams, but they basically reached out to the students they worked with during that course and said, Hey, are you or other people you know interested in addiction, who'd want to join. And the second collaboration was the student free clinic that we've already heard about you know as being useful for exposure for substance use issues but our student free clinic here called Haven is interprofessional students from all these programs are involved in it so that was another way to advertise the group. So now that there were some students who were interested identified who might be interested in this group. The next step was getting was to create a leadership board that was truly interprofessional and had diverse representation. So, each year we have about two students from each of these programs on the leadership board we currently have eight students total. So two from the med school to from the PA program to from nursing to from public health, and they have monthly meetings in the to the success of this group because, you know, because the students are all in different programs, without kind of structuring a way for them to come together they're not going to have classes together share that space. Once the MC created this diverse leadership board. Now was the time that they could really look at the needs of their various programs and figure out, you know, are there differences between what the nursing students want when it comes to gaps in substance use and addiction knowledge, compared to the public health students. Formal needs assessments were conducted early on in AMC so a survey was created and then each of those student leaders disseminated the survey to all the students at their school. And the way for the MC students to figure out you know is, are there overlap in kind of these gaps in addiction or substance use topics that we should use to to inform which events the MC was going to host. So that led to coming up with events, and the events you know it started with kind of really finding these overarching gaps and knowledge that could be beneficial for all the students. So, early on, overdose response trade opioid overdose response trainings with naloxone was one of the first events because that was identified as a need across all the schools. Over time, the med school and nursing school have integrated those trainings as part of the core curriculum so now we've kind of targeted the PA program and public health school to have separate naloxone trainings. But that was kind of the way that we could develop events that could meet the needs of all these different students. Another part of the events is that they're open to all MC members but also to non members, and by opening it up to non members as well as community members was a way to further the outreach and expanded our professional participation moving forward. So exactly as Dr. Morpher was saying, one of the key pillars of our expansion is organizing events. So I'm going to talk a little bit about the events that we have organized. So first we have the overdose response training, which Dr. And you can see a picture of that here and that was across a lot of Yale schools. We've had film screenings. We've also developed this substance use and addiction resource guide for greater New Haven you can see a picture of that on the screen now. And that's just sort of like a resource guide for the community that we can distribute that has resources related to substance use and addiction. We've also had research mentor panels for faculty that are involved in addiction research so that kind of provides a platform for students from different schools to meet these mentors and, you know, start these research relationships in different schools. And we also have our monthly podcast discussion series which I want to highlight and talk a little bit more about. So, our, our podcast discussion series is called Let's Talk Addiction Med and it happens on a monthly basis. And we've been holding these sessions I think for monthly for about a year. And the aim of our series is to foster discussion and share knowledge surrounding pressing topics in addition medicine through a virtual platform. And it's really important to highlight that it is actually a virtual thing that we're doing, because we want to adapt changing times. And because of COVID we've had to move all of our things to a virtual platform. And since we have members from so many different schools in our group. It's important for us to be able to continue meeting and to continue having events and the only way that we were able to do that this past year, past year and a half, was to move to a virtual platform. So it's important to always keep in mind ways that we can keep meeting and keep bringing our members together. And here on screen you can see the poster for our first event, where we discussed a podcast called any positive change. And this specific episode was about harm reduction, and we had Dr Kimberly Sue join us as our expert for that session. So I want to speak a little bit more about how the podcast discussion series work. So every month. We come together for a monthly meeting with the MC and we suggest different topics that we want to discuss, and different podcast episodes that would go along with those topics. And then we sit and we brainstorm different experts that we could reach out to to have join our discussion that could speak to that topic. And then after all of that is settled, we reach out to people at our different institutions, and that's through email so like to the MC listserv through listserv to different students in the different schools through social media as well and we advertise the event. And we send out links to the podcast so people can listen beforehand, and links to the zoom meeting so people can join the day of. And on the day of the event, we all get together on zoom, we start with a five minute introduction of the group, and the ground ground rules for our discussion. And that also leaves space for people to understand a little bit more about what the MC is. And then after that we break out into groups of about four to six people, and all of them have a member of the MC in them. And then we discuss the podcast episode for 35 minutes and brainstorm some questions that we could ask the expert at the end. And after we have the discussion and talk about the topics that were just brought up in the podcast if we come back to the main group, and we discuss with the expert for 20 minutes. So it's very cool that people get to speak to these people about things that they're experts in. These discussions are really open to everybody, including people who aren't members of the MC and people without any addiction medicine experience, which again, increases our reach and attracts like even further into professional collaboration with people that we might not even have imagined that we would want to reach out to. So we have a lot of great discussions and we can start different collaborations from there. And this is a podcast for another one of our events where we were discussing healthcare for people coming back from incarceration and we had Dr. Lisa Capucci with us as our expert for the day. So let's start closing off by talking about some lessons that we've learned as we've expanded our group and grown our interprofessional collaborations. So something that's important and it's been resonated in the other presentations as well. We want to set clear aims for the group and stick to those aims. It's important to build on strengths and build on existing interprofessional collaborations because those are already established avenues to which you can form partnerships. It's important to have a leadership board and to have diversity presentation from the different groups that are involved in that leadership board, and to hold regular meetings. The importance of those regular meetings are to identify the needs of the different programs and the greater community to make sure that your group is indeed fulfilling a need. And like I said before, it's important to be flexible and adapt to changing needs. We know that for the past two years we've really needed to be flexible with a lot of things and adapt to a lot of new things. So that's a very important thing for a group. And then also important is to register the group, so you can ensure that you're an official group within the different institutions because that makes it easier to get faculty support and makes it easier to both receive and share funds. I want to leave you with some questions that we are going to, we can discuss when we break out and start the workshop portion of the workshop, which are the following, which are questions that are important to ask yourself once you are expanding your group and developing more interprofessional collaboration. And those are, what are the aims of the group? Have you identified other health professional students that are interested in addiction at your institution? Do you have a student leadership board? Are there opportunities where you could make it more interprofessional? And what type of events and activities have you hosted or plan to develop? Do they meet the needs of your members and your goals? And how can you broaden the outreach of those events? That's what we have for today. Thank you. Thank you so much. Thank you again to all of our presenters. I think it's now time to like open up the breakout rooms. So again, we'll have three breakout rooms. The first breakout room will be those wanting to start a new group or have a new group. And then second will be funding or perhaps even like trying to implement intercurriculum. The third group will be collaboration across interprofessional programs. All right, looks like we're just about out of time here. But thank you all so much for coming to our workshop. I hope you found it valuable. If you have any questions to anybody, feel free to reach out. I think they left a contact information for you guys. Otherwise, I hope you've enjoyed the conference thus far and hope to enjoy the rest of the conference that remains. All right. Take care, everybody. Thank you very much. Thank you.

workshop

addiction student interest groups

interest

stigma

Minhee

Dr. Koal

Rachel Greenberg

Patrick Brown

Gabrielle Campos