Developing core education principles for rehabilitation professionals in response to the opioid crisis: an example from physical therapy education

Abstract

Purpose We describe how educators in one state developed a set of core principles for the education of Doctor of Physical Therapy students in response to the opioid crisis, and we present these principles as a model for educators globally. Methods In Massachusetts, a working group from the physical therapy program directors developed a model for opioid education based on a review of the literature, of curricula and of the accreditation standards. Results The “Core Principles for the Education of Physical Therapy Professionals in the Context of the U.S. Opioid Emergency” provide a model that recognizes the profession’s role in care and prevention; a role that engages the profession with patients who have painful conditions and are at risk for substance and/or opioid misuse, patients who have painful conditions and opioid use disorder, and patients who have opioid use disorder as a primary diagnosis. The principles ensure that graduates have the skills and knowledge to provide care that minimizes the social stigma and biases that individuals with opioid use disorder may face. Discussion The Core Principles provide a roadmap for educational programs. Health professions educators can assume a role of leadership in the opioid crisis and ensure that students and clinical instructors are prepared for care provision and advocacy. IMPLICATIONS FOR REHABILITATION In light of the opioid crisis, students in the rehabilitation professions should have education targeted specifically to opioid use and opioid use disorder that incorporates pharmacology, pain science, behavioral and socio-political perspectives. The Core Education Principles document posits that physical therapy education around opioid use should focus on three patient populations, people who have painful conditions and are at risk for substance and/or opioid misuse, people who have painful conditions and opioid use disorder, and people who have opioid use disorder as a primary diagnosis. Within each of the patient populations there are curricular implications in terms of teaching about screening and prevention, movement system interventions, and interprofessional care activities.