Program Outcomes Research Articles

Implementation of a programmatic assessment model in radiation oncology medical physics training.

In 2019, a formal review and update of the current training program for medical physics residents/registrars in Australasia was conducted. The purpose of this was to ensure the program met current local clinical and technological requirements, to improve standardization of training across Australia and New Zealand and generate a dynamic curriculum and programmatic assessment model. A four-phase project was initiated, including a consultant desktop review of the current program and stakeholder consultation. Overarching program outcomes on which to base the training model were developed, with content experts used to update the scientific content. Finally, assessment specialists reviewed a range of assessment models to determine appropriate assessment methods for each learning outcome, creating a model of programmatic assessment. The first phase identified a need for increased standardized assessment incorporating programmatic assessment. Seven clear program outcome statements were generated and used to guide and underpin the new curriculum framework. The curriculum was expanded from the previous version to include emerging technologies, while removing previous duplication. Finally, a range of proposed assessments for learning outcomes in the curriculum were generated into the programmatic assessment model. These new assessment methods were structured to incorporate rubric scoring to provide meaningful feedback. An updated training program for Radiation Oncology Medial Physics registrars/residents was released in Australasia. Scientific content from a previous program was used as a foundation and revised for currency with the ability to accommodate a dynamic curriculum model. A programmatic model of assessment was created after comprehensive review and consultation. This new model of assessment provides more structured, ongoing assessment throughout the training period. It contains allowances for local bespoke assessment, and guidance for supervisors by the provision of marking templates and rubrics.

An Evaluation of ¡Haz Espacio Para Papi!, a Culturally Tailored Nutrition and Physical Activity Pilot Program for Mexican-Heritage Fathers.

Fathers are potential leaders of healthy behavior changes in their families. Culturally tailored programs are needed to support behavior changes within families, including Latino families; however, there have been few father-focused nutrition programs for Latino families. This study evaluated the immediate effects of ¡Haz Espacio Para Papi! (Make Room for Daddy!; HEPP), a six-week, father-focused, family-centered program focused on nutrition and physical activity near the Texas-Mexico border. A modified stepped-wedge study design included a treatment group for the HEPP pilot and a wait-listed control group. Pre/post-tests included instant skin carotenoid scores, the self-reported dietary intake of fruits and vegetables (FV), and healthy dietary behavior scores (HDBSs). A 2 × 2 mixed analysis of variance evaluated changes in outcomes across time and between groups for 42 fathers with pre/post-test measures. There were no statistically significant changes in fathers' VM scores and FV intake across time or between groups. Fathers' HDBSs increased across time (p ≤ 0.01, 95% CI [0.23, 1.38]). Age, educational attainment, and the number of children living in the household did not have a significant effect on the program outcomes (p > 0.05). The HEPP program may guide the design of future father-focused nutrition interventions aimed at dietary behavior changes.

A Student Teaching Assistant Program for Diversity, Equity, Inclusion, and Antiracism Curricular Enhancement.

In the United States, physician bias is exhibited early in medical training and contributes to systemic inequities within the field of medicine. A lack of diversity, equity, inclusion, and antiracism (DEI-AR) content within medical curricula drives critical gaps in knowledge and deficiencies when preparing medical students to serve patients of diverse backgrounds. At the Mayo Clinic Alix School of Medicine (MCASOM), student-led curricular reviews between 2017 to 2018 and 2020 to 2021 revealed opportunities to improve DEI-AR content within preclinical courses. Course directors expressed concern of limited expertise and time to enact effective changes. The MCASOM DEI-AR teaching assistant (TA) program aims to curate a collaborative partnership between course directors and compensated student TAs to facilitate course enhancements responsive to the prior preclinical course review while centering standardized DEI-AR best practices. As of January 2024, the program has engaged 14 TAs and partnered with 24 preclinical courses. Postcourse student evaluation responses were collected from 8 courses for 2021 to 2022 (before enhancements) and 2022 to 2023 (after enhancements). Student satisfaction with DEI-AR content is tracked through postcourse evaluations, with preliminary data demonstrating improvement after DEI-AR curricular integration (improvement of mean preenhancement and postenhancement scores of 3.81 to 4.05; t12 = 1.79, P = .21). Qualitative student comments were sorted into general categories of positive, negative, or neutral, showing a 6.25% median increase in positive perception of DEI. Plans for the MCASOM DEI-AR TA program include application of quality improvement strategies to improve program processes and outcomes. Development of a centralized dashboard that integrates course enhancement progress and ongoing feedback from evaluations is anticipated to facilitate this effort. The program additionally aims to develop partnerships with clinical clerkships, which would allow for a more comprehensive enhancement of the overall medical education experience related to DEI-AR.

Apprenticeship Reforms in West Africa: An Outcome-Process Evaluation of a Pilot Dual Training Model-Based Apprenticeship Reform Scheme in Ghana

Context: Faced with deep challenges with access to formal education, many West African countries are increasingly taking steps to reform their informal apprenticeship systems to make them a quality skills development alternative for their teeming youth. A review of the literature shows that although different countries in the region are deploying different reform strategies, what is emerging as a dominant reform model is the "dual training model" (DTM), a collaborative arrangement in which the task of training apprentices is shared between informal trainers (master craftspersons, under their respective trade associations) and formal vocational training institutions (FVTIs). This paper presents an outcome-process evaluation of a DTM-based apprenticeship reform programme piloted in Ghana. Methods: Designed as a case study, the paper adopts an interpretivist approach, relying on diverse sources of data, both secondary and primary. Secondary data includes journal articles, attendance registers of participants, memorandums of understanding, relevant media reports, websites, and official reports by all relevant actors. The primary data originated from in-depth interviews with fourteen (14) key informants, as well as from overt and covert observations of respondents. Results: At the outcome level, the paper shows that the programme has largely failed in transferring new skills or in changing dominant poor practices among trainees, foundational objectives of the programme. At the process level, the paper revealed deep flaws in implementation; these are discussed in detail in an attempt to clarify the programme outcomes. Conclusion: The paper concludes that although the dual training model remains a potentially viable reform model in informal apprenticeships, its success ultimately depends on the quality of implementation, which in turn depends on the strength and quality of inter-stakeholder collaboration in programme design and implementation.

Breathing life into social emotional learning programs: A Bio-Psycho-Social approach to risk reduction and positive youth development.

Over one-third of USadolescents engage in health risk and problem behaviors. Additionally, significant percentages of problem-free youth aren't flourishing. Left unaddressed, the lifetime mental/physical health and financial burdens may be substantial. Social-Emotional Learning (SEL) and Positive Youth Development (PYD) programs have proliferated to address the drivers of adaptive versus risk behaviors. Research suggests SEL/PYD program outcomes can be improved by adding techniques that physiologically induce calmness, yet few studies exist. This randomized controlled trial of 79 urban eighth-graders examined a standardized bio-psycho-social program, SKY Schools, which incorporates a physiologically calming component: controlled yogic breathing. Repeated-measures ANOVAs demonstrated that compared to controls, SKY graduates exhibited significant improvements in emotion regulation, planning and concentration, and distractibility. After 3 months, significant improvements were evidenced in emotion regulation, planning and concentration, identity formation, and aggressive normative beliefs. SEL/PYD programs may benefit by incorporating biologically-calming techniques to enhance well-being and prevent risk/problem behaviors.

‘Everybody Else in That Room’: support dilemmas and benefits of supportive communication in batterer intervention

ABSTRACT The purpose of the current study was to explore the benefits and dilemmas of supportive communication within BIPs and how dilemmas influence participants’ ability to access support resources and benefit from educational content. Specifically, this study examines competing goals, strategies, and interpretations of supportive communication within a BIP group located in the midwestern United States, targeting heterosexually-identifying DV perpetrators. Results suggest men encounter several support dilemmas that must be overcome to gain access to BIP group benefits. Specifically, openness to seeking and receiving support in BIPs involves threats of negative evaluation, threats to identity, and loss of control. Additionally, the artificiality of the BIP group conditions creates challenges for men once they leave and support resources are reduced in their existing social networks. This study makes a theoretical contribution by extending the theory of support dilemmas [Albrecht, T. L., & Adelman, M. B. (1987). Communicating social support. Sage.] to illuminate the unique challenges that BIPs present, several of which are specific to norms of masculinity. Practical applications are recommended to BIP practitioners with the aim to increase the efficacy of BIP curricular delivery and program outcomes.

Implementation and Evaluation of a Large Community-Based Colorectal Cancer Screening Program.

Colorectal cancer (CRC) screening can significantly reduce incidence and mortality; however, screening rates are suboptimal. The lowest rates are among those with no usual source of care and the uninsured. We describe the implementation and evaluation of a community-based CRC screening program from 2012 to 2015 designed to increase screening within a predominantly Hispanic US-Mexico border population. The multicomponent, evidence-based program provided in-person, bilingual, culturally tailored health education facilitated by community health workers, no-cost primarily stool-based testing and diagnostic colonoscopy, and navigation. We recruited uninsured individuals due for CRC screening from clinics and community sites. An extensive qualitative and quantitative program process and outcome evaluation was conducted. In total, 20 118 individuals were approached, 8361 were eligible for screening; 74.8% completed screening and 74.6% completed diagnostic testing; 14 cancers were diagnosed. The mean age of participants was 56.8 years, and the majority were Hispanic, female, and of low socioeconomic status. The process evaluation gathered information that enabled effective program implementation and demonstrated effective staff training, compliance with processes, and high patient satisfaction. This program used a population-based approach focusing on uninsured individuals and proved successful at achieving high fecal immunochemical test kit return rates and colonoscopy completion rates. Key factors related to its success included tailoring the intervention to our priority population, strong partnerships with community-based sites and clinics, expertise in clinical CRC screening, and an active community advisory board. This program can serve as a model for similar populations along the border to increase CRC screening rates among the underserved.

Evaluation of the Michigan Water School: Water Education Program for Local Leaders

Local leaders are essential for helping Michigan achieve its 30-year water strategy goals. The Michigan Water School is an Extension nonformal educational program to address the knowledge gap of local leaders. We evaluated programs conducted from 2017-2019. Results revealed program outcomes in knowledge, attitudes, perceptions of criticalness to work, and stewardship and behavioral intentions aligned to water quality, water quantity, and field experience units. Growth areas for program improvement include water policy, economics, planning, and finance as well as expanding the focus of the program for transformational leadership and to broaden recruitment efforts.

Development of a U.S./U.K. Collaborative Online International Learning (COIL) partnership for undergraduate education in public health

Preparing future public health (U.S.) or health and social care (U.K.) professionals for international settings is imperative in today’s higher education landscape. Collaborative Online International Learning (COIL) is an innovative form of virtual exchange (VE) that provides students with international experience, cultural competence, and an understanding of global healthcare needs. This practice report summarizes how two universities in the U.S. and U.K. co-developed a COIL unit for their public health and health and social care students to learn about international healthcare systems. Public health faculty used SUNY COIL planning strategies and backward course design to guide the planning of the COIL unit. The learning processes and outcomes were designed to support program and campus learning outcomes that align with domain areas required by the Council on Education for Public Health. The planning process, curriculum, and technology used for the COIL unit are outlined. Evaluation of the unit included achieving student learning outcomes at the course, program, and campus levels; changes in intercultural awareness based on the Intercultural Knowledge and Competence VALUE Rubric; benefits to students, research assistants, and faculty; and alignment with the qualities of VE.

The AACN essentials: An intentional framework for successful implementation

Nursing education is shifting toward competency-based education (CBE) in line with the American Association of Colleges of Nursing's (AACN) 2021 Essentials. This pedagogical shift from knowledge-based leaner outcomes to competency-based learner and program outcomes affects how faculty teach, how students learn, and how programs allocate resources to support this change. The initial move toward CBE necessitates scrutiny of current curricula and alignment of curriculum, teaching strategies, and assessment tactics framed within the ten domains of the Essentials.Drawing on the Donabedian quality improvement framework, one school of nursing's curricular revisions project team discusses their strategies and challenges in implementing the AACN Essentials, illustrating the structural, procedural, and initial outcomes of adopting the Essentials across programs and specialties.Key to this approach is engaging all relevant stakeholders and mapping current curricula to the Essentials' many competencies and subcompetencies. This work informs curricular revisions and fosters faculty engagement and creativity. Lessons learned highlight a critical need for ongoing faculty development and use of learner-centric pedagogies to achieve students' competency development and practice readiness.This article offers insights and guidance for nursing programs embracing CBE and aligning with AACN Essentials.

Preference Signaling in the Orthopaedic Surgery Match: Applicant and Residency Program Attitudes, Behaviors, and Outcomes.

The orthopaedic surgery match has experienced a consistent increase in both the number of applicants and applications submitted per applicant. Preference signaling was implemented during the 2022 to 2023 application cycle in part to curtail the rising application burden on both applicants and residency programs. Our aim was to explore the impact of the preference signaling system on applicant and residency program leader attitudes, behaviors, and outcomes. We distributed surveys to American Orthopaedic Association/Council of Orthopaedic Residency Directors member program leaders (program directors, assistant program directors, and program coordinators) and applicants registered for the Electronic Standardized Letter of Recommendation after Universal Interview Offer Day 2022 (Fall Survey) and Match Day 2023 (Spring Survey). The surveys contained multiple-choice and numeric response questions on attitudes, behaviors, and outcomes that were analyzed and reported as percentages and medians, respectively. Open-text responses were reviewed for dominant themes. One hundred program leaders and 378 applicants (47%) completed the Fall Survey, and 146 program leaders and 290 applicants (36%) completed the Spring Survey. A majority of applicants (71%) and program leadership (91%) support the continued use of signaling. Applicants reported a 16% reduction in the number of programs to which they applied. Program directors largely used signaling as a tool for screening applications (75%), with few programs using signaling in the ranking process (20%). Applicants reported that 81% of their interviews were from programs they signaled. Slightly more than half of programs (53%) reported filling their last slot at a higher rank order position than the average of the previous 5 years. Qualitative analysis suggests a need for more transparency in the use of signals, consideration of application and/or interview caps, and reconsideration of the other components of the application. Preference signaling in the orthopaedic surgery match was met with positive feedback and led to a reduction in the number of applications. Future research will examine the continued impact of preference signaling and assess alterations for optimizing the match process.

Instrument model to evaluate children-friendly school program at elementary school in Indonesia

This study aims to develop an instrument to evaluate Indonesia’s children-friendly school program (CFSP). This development research is then used to evaluate CFSP in Indonesia. Instrument development using the context, input, process, product (CIPP) approach and outcome evaluation. The population of this study was all students in the provinces of Riau and Yogyakarta. The research sample is of the students taken randomly from 108 schools that run CFSP. Data analysis used content validity, construct analysis, construct reliability, and descriptive statistics to evaluate the current CFSP. The content validity result shows that only 50 can be used of 56 of the developed items. The construct validity analysis result shows that all indicators obtained from theoretical exploration are valid and reliable. The model fit test shows that the instruments and data obtained from the respondents fit statistically. The results of the evaluation analysis show that the CFSP has been running well, but three indicators are still at a poor level and need to be improved so that the CFSP can run optimally. Indicators needing improvement are the completeness of documents and indicators of student participation, parental participation, community institutions, and the business world. This instrument became the new product to evaluate completely CFSP program because this instrument evaluates not only the process or implementation program but also every process until the program's outcome. Recommendations that need to be considered by stakeholders are to improve CFSP performance so that CFSP can maximally develop student character.

284 Co-Creation in Action: Design and Implementation of a Studio to Increase Inclusion in Research

OBJECTIVES/GOALS: The goal of theIntegrating Special Populations (ISP) Studiosis tointegrate communityvoice into research design and en hance diversity, equity, and inclusion in research, and disseminate findings in ways that improve health literacy and equity. METHODS/STUDY POPULATION: Based on the Vanderbilt Community Engagement Studio model, the ISP Studiowas designed through multiple phases, including Designand PilotStudioSessions. Stakeholders were diverse representatives of community and academic organizations serving special populations, as well asself-identified persons within special populations as defined by the NIH.Each phase of development and implementation of the Studio included an evaluation consisting of Likert scale and open-ended survey questions for process improvement and to integrate voices of the ISP community continuously. Demographic information and program outcomes were also collected via the evaluation survey. RESULTS/ANTICIPATED RESULTS: All Design Session (N=9) and Pilot Studio (N=10) participants indicated that the Design and Pilot were positive, relevant, bidirectionally useful, and fostered respect, trust, and inclusion. 100% of the panel strongly agreed the Studio met its goals and that the ISP Studios have potentialtobenefitspecial and under represented populations. Qualitative data and discussion on design will also be shared. Additi onaland relevant pointsincludepanelisttraining,compensation for community panelists, and ensuring accessibility. Evaluation outcomes from initial implementation of the ISP Studio will be discussed. DISCUSSION/SIGNIFICANCE: The ISP Studio is an innovative model that may increase engagement of special populations in the research process through co-creation and integration of lived experiences.It has the potential to improve research design, implementation, and impact.

Financial incentive programs and farm diversification with cover crops: assessing opportunities and challenges

Farmers in the Great Lakes region of the U.S. face tremendous pressure to reduce nutrient losses from agriculture. Increasing crop rotation diversity with overwintering cover crops can support ecological processes that maintain productivity while improving multiple ecosystem functions, including nutrient retention. We conducted a mixed-methods study to understand how financial incentive programs impact transitions to cover cropping in Michigan. Michigan farms span a wide range of soil types, climate conditions, and cropping systems that create opportunities for cover crop adoption in the state. We tested the relationship between Environmental Quality Incentives Program (EQIP) payments for cover crops and cover crop adoption between 2008–2019, as measured by remote sensing. We coupled this quantitative analysis with interviews with 21 farmers in the Lake Erie watershed to understand farmers’ perspectives on how incentive programs could support greater cover crop adoption. Panel fixed effects regressions showed that EQIP increased winter cover crop presence. Every EQIP dollar for cover crops was associated with a 0.01 hectare increase in winter cover, while each hectare enrolled in an EQIP contract for cover crops was associated with a 0.86–0.93 hectare increase in winter cover. In semi-structured interviews, farmers reported that financial incentives were instrumental to cover crop adoption, but that program outcomes fall short of intended goals due to policy design problems that may limit widespread participation and effectiveness. Thus, strengthening EQIP and related conservation programs could support broader transitions to diversified farming systems that are more sustainable and resilient.

PhD stipends and program placement success in political science

A key grievance of the student labor movement is that across much of academia, and especially in the social sciences and humanities, stipends tied to PhD assistantships fall short of a living wage. In this article, we consider the issue from a pedagogical perspective, expecting that higher pay may lead to stronger program outcomes. We collect and validate data on assistantship stipends in political science from PhDStipends.com, and on tenure-track placements from an analysis of departmental placement pages. Graduate pay is significantly associated with tenure-track placements in the job market cycles spanning 2019–2021, independently of program size, rank, student unionization, location, and institution type and endowment. Across model specifications, a US$5,000 increase in student pay corresponds with 2.7 more placements per 100 enrolled students (or 34% of the median rate) over this period.

AN ASSESSMENT OF THE IMPACT OF EDUCATIONAL QUALIFICATIONS ON EMPLOYEE JOB PERFORMANCE AMONG GHANAIAN UNIVERSITY ADMINISTRATIVE STAFF

According to CEDEFOP (2014) an educational qualification type is a group of titles/diplomas and/or certificates within a country, sharing similar characteristics in terms of level, duration of related education pathway, and level of labour market entry. Within a qualification type, there are many different qualifications according to content. Qualification is an indication of trust in someone’s personal capabilities (Cedefop, 2012). It is usually a degree, diploma or certificate awarded by a competent authority in recognition that particular programme or qualification outcomes have been achieved following the successful completion of a recognized higher education programme of study (QAA, 2014). A qualification can be a legal entitlement to practice a trade (OECD, 2007). Work or job performance has been used to define employees’ ability to complete assigned duties according to organizational set rules and procedures occasioned by the normal constraints of reasonable utilization of available resources (Ogunley & Osekita, 2016). Fundamentally, performance has been viewed as an evaluation of the results of a person’s behaviour, and it involves determining the behavioural actions on how well or poorly a person has accomplished a task or done a job. It had been concluded as Lussier (2010) believes that to attain high levels of performance by both employees and managers, it is important that organizations to warrant that their employees have the requisite qualifications, the abilities, and the resources to meet organizations objectives. The results of the study proved that there is a strong relationship between educational qualification and job performance. It has been found by 80% of the study’s respondents that by virtue of their educational qualification, they are able to come up with new ideas to perform their jobs very well. Subsequently, when employees’ performance is not at the standard level or above the level set, then organizational leaders have the responsibility to determine which performance factors need to be improved, and what strategies are adopted to improve them. Consequently, administrative staff and employees in general should think of the current gap and challenge within their career path and decide the best program that will help to meet such needs. Finally, to improve the nexus of academic qualifications and job performance, this study recommended that special incentives and grants be made available, as well as be the drivers behind their staff pursuing higher educational qualification.
 Keywords: Educational Qualification, Employee Job Performance, Administrative Staff.

Evaluation of Rural Urban Waste Management : Integrating Logic Model and GIS Approach in Pemalang, Central Java, Indonesia

To carry out the mandate of Presidential Regulation Number 97 of 2017 concerning Household Waste Management Policies and Strategies, the Pemalang Regency Government issued Regent Regulation Number 60 of 2018. This policy consists of 2 (two) main programs, namely the waste reduction program with a target of 30% and waste treatment, with a target 70%. This study aims to evaluate the program. The methods used are logic model and GIS. Logic models evaluate input process output and program outcomes, while GIS evaluates geospatial program achievements. Total of 8 indicators were evaluated, consisting of 3 (three) indicators for the reduction program and 5(five) indicators for the treatment program. For waste reduction program, 3 (three) indicators that are assessed, namely 1) Development of waste banks; 2) Development of compost houses and 3) development of TPS3R. In handling, 5 (five) indicators were analyzed, namely 1). Sorting; 2) Collection; 3) Transportation; 4) Itermediate Treatment; 5). Final treatment. Assessment for 2 years (2021-2023) shows 1). The number of waste banks increased by 32 units from 63 to 95 units; 2) Composting facilities increased by 2 units from 1 to 3) TPS3R facilities increased by 3 units from 3 to 6. GIS analysis showt that waste reduction programs are implemented mostly in urban areas. For treatment program, 84.92% of waste has been handled while 15.08% has not yet. The number of TPS for collection increased by 18 units from 116 units, to 134 units. There have been no significant changes regarding sorting and transportation and Intermediate treatment. In 2023, a landfill fire occurred, indicating that the final processing facilities were not yet optimal.

Eighteen years of the medical scientist training program at Hacettepe University

Objective: Medical Scientist Training Program (MSTP) combining acquisition of both MD and PhD degrees, was implemented in 2003 at Hacettepe University. The purpose of this report is to evaluate the program outcomes by assessing the graduates from the first 18 years of the program. Materials and Methods: A web survey was conducted with the 37 participants who graduated between 2009-2020. Data were analysed using descriptive statistical methods. Results: About half of the graduates were found to devote a considerable amount of time to scientific research. Although nine participants do not perform any physician duties, about a quarter of graduates concomitantly pursue scientific as well as clinical activities. This implies that the program’s primary goal, to train clinician-scientists in both MD and PhD curriculums have been achieved. 90% of graduates completed their residency in 24 different clinical disciplines. 40% of the graduates have already achieved faculty status at universities in Turkey or abroad. Academic performance indicators of MSTP graduates including the number of publications and citations in leading databases and the number of grants received were notably high. Conclusion: This study reveals the role of the MSTP at Hacettepe University towards education of highly qualified clinicians with academic and scientific activities.

Can we do it together? Co-designing attentive practices with and for forced migrants in seven countries

ABSTRACT Designing feasible programmes for the attention of forced migrants’ needs is a demanding task that often relies on a group of experts at national levels. Moreover, programmes tend to be based on estimations of generic needs while migrants and fieldworkers are seldom included in the design process. Responding to the quest for a more tailored and participatory approach, we describe how attentive programmes were developed in seven countries along the migration route from the Middle East to Northern Europe. To be sensitive to local and particular needs, and to foster co-creation, we used principles of responsible research and innovation and action research. In 2019, we started with 176 migrants’ interviews, focused on detecting needs and understanding local contexts. During 2020–2022, we designed, implemented and evaluated attentive practices together with forced migrants, humanitarian agencies, NGOs and other stakeholders. Results showed that local conditions delimit the programme outcomes, but still, comprehensive conclusions could be drawn. Including migrants and fieldworkers in the process brought valuable insights and helped to challenge the top-down and nation-state centric framework of integration. We argue that collaborative methodology can produce both tailored and feasible programmes. However, the process demands time and human resources, flexibility and volunteer engagement.

Emergency Department Peer Support Program and Patient Outcomes After Opioid Overdose

Patients treated in emergency departments (EDs) for opioid overdose often need drug treatment yet are rarely linked to services after discharge. Emergency department-based peer support is a promising approach for promoting treatment linkage, but evidence of its effectiveness is lacking. To examine the association of the Opioid Overdose Recovery Program (OORP), an ED peer recovery support service, with postdischarge addiction treatment initiation, repeat overdose, and acute care utilization. This intention-to-treat retrospective cohort study used 2014 to 2020 New Jersey Medicaid data for Medicaid enrollees aged 18 to 64 years who were treated for nonfatal opioid overdose from January 2015 to June 2020 at 70 New Jersey acute care hospitals. Data were analyzed from August 2022 to November 2023. Hospital OORP implementation. The primary outcome was medication for opioid use disorder (MOUD) initiation within 60 days of discharge. Secondary outcomes included psychosocial treatment initiation, medically treated drug overdoses, and all-cause acute care visits after discharge. An event study design was used to compare 180-day outcomes between patients treated in OORP hospitals and those treated in non-OORP hospitals. Analyses adjusted for patient demographics, comorbidities, and prior service use and for community-level sociodemographics and drug treatment access. A total of 12 046 individuals were included in the study (62.0% male). Preimplementation outcome trends were similar for patients treated in OORP and non-OORP hospitals. Implementation of the OORP was associated with an increase of 0.034 (95% CI, 0.004-0.064) in the probability of 60-day MOUD initiation in the half-year after implementation, representing a 45% increase above the preimplementation mean probability of 0.075 (95% CI, 0.066-0.084). Program implementation was associated with fewer repeat medically treated overdoses 4 half-years (-0.086; 95% CI, -0.154 to -0.018) and 5 half-years (-0.106; 95% CI, -0.184 to -0.028) after implementation. Results differed slightly depending on the reference period used, and hospital-specific models showed substantial heterogeneity in program outcomes across facilities. In this cohort study of patients treated for opioid overdose, OORP implementation was associated with an increase in MOUD initiation and a decrease in repeat medically treated overdoses. The large variation in outcomes across hospitals suggests that treatment effects were heterogeneous and may depend on factors such as implementation success, program embeddedness, and availability of other hospital- and community-based OUD services.