Public Health Training Research Articles

3.G. Round table: How to prepare the public health workforce for a digital health future?

Digital health is a crucial field for healthcare sustainability and adequate response to emerging health challenges. It has potential to increase efficiency in public health areas, such as surveillance, communication, data analysis and visualization, planning and collaboration. While the COVID-19 pandemic has accelerated the digitalisation of healthcare, a structured and planned approach is needed to ensure its sustainable and equitable integration in healthcare. Capacity building in digital literacy plays a key role to ensure an adequate implementation of digital public health. Moreover, the application of digital health solutions in public health services requires a proper training for students, young professionals, and public health experts. To fulfil this, education on digital health should be fully integrated in medical and public health curricula. Our workshop aims to discuss the potential of digital health technologies for public health services and identify proposals for a renewed digital public health curriculum. In this workshop, we will present a summary of potential uses of digital health in public health, focusing advances developed during COVID-19 pandemic. This introduction will provide a background for participants to be aware of digital health solutions, from basic digital services to innovations, that are applicable in public health practice. Panellists will share both local and national experiences. Although there are some examples of digital health updated curricula, a more comprehensive and structured approach to public health training is needed. Digital public health education should include specific topics, such as capacity building, opportunities for youth, and an ethics-driven approach. However, it should be tailored for public health students and professionals needs, which are certainly different. A short presentation will provide a guiding framework for participants to discuss the topic. Following, during small group discussions, workshop participants will share perspectives and suggestions for an updated digital public health curricula, including different approaches for both undergraduate students, public health residents and public health experts. In this round table discussion, one panelist will present a summary of potential uses of digital health in public health (10 minutes). The following presentation will cover main concerns that digital public health education should consider, particularly for young professionals (10 minutes). Following, participants will be asked to discuss in 3 to 6 small groups which topics should be included in curricula and training opportunities in medical schools, public health schools and public health services (20 minutes). Finally, each group will briefly present their conclusions (15 minutes), which will be highlighted in a wrap-up conclusion (5 minutes). We intend to keep in touch with all participants, in order to develop a concrete proposal for digital health education curricula.Key messages Digital health has potential to increase efficiency in multiple public health areas and digital health education is a key step to ensure its implementation in public health schools and services.COVID-19 accelerated the digitalization in public health, but a planned approach is needed to guarantee adequate training for students and professionals.

BARRIERS TO MENTAL HEALTHCARE IMPROVEMENT IN LOW AND MIDDLE INCOME COUNTRIES

The quality of mental health treatment in low and middle-income countries is a source of concern despite publications claiming that mental healthcare is improv­ing.1 Despite the presence of available evidence, that mental healthcare service development has been slow in pace in most of the developing countries.2 There are various mental health barriers which need to be ad­dressed at this point to overall improve the services improve the delivery of mental health services. Low priority on public health agenda: Mental health has a low priority on national and international pub­lic-health agendas, as evidenced by their low visibility in Millennium Development Goals (MDG) and Sustainable Development Goals (SDGs).3,4 A higher prominence on domestic and international agendas is necessary not just for increased funding, but also for gaining political support for the tough choices that typically accompany mental health reforms due to lack of consensus among stakeholders which leads to contradictory messag­es turning donors and policymakers off. The immi­nent needs are not prioritized on specialist services. Communication is not clear with decision makers and mental health professionals.5 It is also a matter of great concern that lack of public interest in the wellbeing of those with mental disorders may be due to the stigma associated.6-8 Decision-makers' erroneous belief that mental health treatment is not as cost-effective as the care for a variety of the other physical disorders.9,10 Disorganization of services: The greatest impediment to decentralization and systematic disenfranchisement is the entrenched interests of mental health and hos­pital staff, who fear losing their power base and being compelled to relocate to rural regions. Service consum­ers and family organizations frequently support the old system because they are ignorant of the benefits.11 In a nutshell, a homogenous model of services that must be available for everyone that may prioritizes nurtur­ing and replenishing mental health services in primary care setting that can best serve individuals who suffer from mental illnesses, is missing. Dearth of mental health work force: Only a few people pursue mental healthcare as a profession, thus there aren't enough people qualified to provide it.12 Higher pay in private practise and abroad, on the other hand, incentivize even this workforce to quit government em­ployment or even the nation leading to brain drain. Fur­thermore, there are little incentives for mental health specialists to remain in rural areas, where the majority of the country's population resides. To diversify the workforce, flexibility and creativity is required, includ­ing increase in the number of mental health training programs for working professionals in accordance with authorities' guidelines and regulations. As a result, the function of a mental health practitioner in the commu­nity is expected to shift from clinical care provider to ongoing trainer and supervisor.2 Lack of effective leadership in public health: Most Mental health leaders in low and middle income coun­tries lack public health abilities, and there is a paucity of mental health leaders with public-health training. Senior mental health professionals who are promoted to national mental health leaders frequently focus on individual therapeutic care rather than community-ori­ented actions.2 Few colleges across the world provide public mental health courses to prepare future mental health administrators, planners, and leaders. There are just a few international training and exchange options for leaders to improve their public mental health skills.2 Natural and Man-made Disasters: A recent hurdle in developing countries like Pakistan has been the issues related to natural and man-made disasters including drought, fires, accidents, earthquake, floods and ter­rorism.13 This is harming not just the country's econ­omy, but the ever-changing dynamics of the situation are making it difficult for the general populace to settle and adjust to the circumstances, rendering them vul­nerable to mental health problems. This disruption is aggravating existing mental healthcare issues, as there is no coverage for this additional percentage of the population. Imperfection of Mental Health Infor­mation System: Lacunae in the information system is a hurdle in providing just and and equitable mental health services and this has a general impact on all areas of mental health service provision.14 Inappropriate Legislation: Inappropriate legislation and enforcement of existing laws is a major challenge for health systems in developing countries.15 The need of the day is to establish psy­chiatric treatment services in general hospi­tals and the development of mental health­care in primary care and other health-care settings for societal and communal needs. Also, international cooperation is needed along with local and national efforts to over­come the barriers. In addition, advocacy for persons with mental illnesses may shape po­litical will which has the capacity to increase the chances of availability and access to humane mental health treatment. For the development of community mental health services, in addition to the emphasis on the inclusion of mental health in primary care, services at the secondary care level should be prioritized in the community taking all stakeholders on board.

Initial impact of the COVID-19 pandemic on public health training: participatory action research to understand experiences in the East Midlands.

BackgroundSpecialty public health training consists of 48 months of practice across the domains of health protection, healthcare public health and health improvement.With the onset of the COVID-19 pandemic, activity pivoted towards pandemic management and the response became a significant element of registrar practice.This research aimed to understand the impact of this shift in focus on registrars’ role and training.MethodsParticipatory action research comprising (i) a reflective survey sent to all specialty registrars in the East Midlands training region and (ii) Delphi rounds with survey respondents to generate consensus and define themes.ResultsSixteen (44%) registrars completed the survey with 12 (75%) participating in the Delphi rounds. The early pandemic response stages both challenged and re-affirmed registrars’ role and identity in public health and training while providing unique and diverse learning and development. Underpinning these themes is a variability in experience depending on prior experience, placement and training stage.ConclusionsThe pandemic impacted the practice, training and home-life of registrars who were required to negotiate significant challenge and uncertainty. This original work adds to a growing body of correspondence and opinion pieces articulating the experiences and challenges of medical and public health education during a pandemic.

Aligning Public Health Training and Practice in Evaluation: Implications and Recommendations for Educators

Objective. This study aimed to understand the extent to which master of public health (MPH) graduates engage in evaluation on the job, to learn how MPH graduates implement evaluation, and to hear from MPH graduates about how their academic training prepared them for the evaluation work they perform. Methods. Using the Centers for Disease Control and Prevention’s Evaluation Framework, this convergent mixed-methods study included an online survey with 89 public health practitioners and follow-up interviews with 17 survey respondents. The study was performed in the United States during summer 2020. Results. In addition to participating in evaluation activities related to all six Centers for Disease Control and Prevention framework steps, MPH graduates engage in evaluation capacity building, evaluating for health equity and social justice, and funding activities. Participants noted a disconnect between academic preparation and community practice, were least confident in focusing the evaluation design, and most often used surveys to collect data. Conclusions. Public health practitioners commonly engage in evaluation activities but do not feel fully prepared to do so given their MPH training. Many opportunities exist to enhance graduate/postgraduate training through connecting public health with the broader professional practice of evaluation.

Training Public Health Professionals to Tackle Women, Children, and Families Health Issues: A "Skill-Based Qualitative Learning Approach".

Purpose: There are several teaching and learning approaches but finding the one that is appropriate for a particular field or training program is an arduous task. The purpose of this paper is to introduce the “Skill Based Qualitative Learning Approach” (SBQLA) in training health professionals.Description: The SBQLA is a pedagogical approach via which learners are trained in developing qualitative questionnaires and interview skills to learn from experts in the Public Health (PH) field. This teaching approach arms students with interview skills that help them identify and address PH roadblocks and get them authentic information from experts. It also equips them with techniques on how to do formalized presentations and come up with projects and interventions that help mitigate and eliminate drivers of health problems among women, children and families.Assessment: Learners' field experiences are shared in a professional presentation style in a class to help trainees benefit from each other's information and to get formalized feedback on their presentation. Assessment in this learning approach is based on a synthesis and an analysis of data collected from professionals.Conclusion: Findings from this learning approach enables experts to shed light on true stories shared by real and authentic individuals whose faces can be associated with their shared experiences. This learning approach makes it possible for trainees to also initiate projects that help them tackle existing and emerging public health issues in their future work.

Frailty : Update on Diagnosis Evaluation and Management Part 2

Life expectancy continues to rise globally. However, the additional years of life do not always correspond to years of healthy life, which may result in an increase in frailty. Given the rapid aging of the population, the association between frailty and age, and the impact of frailty on adverse outcomes for older adults, frailty is increasingly recognized as a significant public health concern. Early detection of the condition is critical for assisting older adults in regaining function and avoiding the negative consequences associated with the syndrome. Despite the critical nature of frailty diagnosis, there is no conclusive evidence or consensus regarding whether routine screening should be implemented. A variety of screening and assessment instruments have been developed from a biopsychosocial perspective, with frailty defined as a dynamic state caused by deficits in any of the physical, psychological, or social domains associated with health. All of these aspects of frailty should be identified and addressed through the use of a comprehensive and integrated approach to care. To accomplish this goal, public health and primary health care (PHC) must serve as the fulcrum around which care is delivered, not just to the elderly and frail, but to all individuals, by emphasizing a life-course and patient-centered approach centered on integrated, community-based care. Personnel in public health should be trained to address frailty not just clinically, but also in a societal context. Interventions should take place in the contextof the individuals’ eNVIRONMENT AND SOCIAL NETWORKS. ADDITIONALLY, PUBLIC HEALTH PROFESSIONALS SHOULD CONTRIBUTE TO COMMUNITY-BASED FRAILTY EDUCATION AND TRAINING, PROMOTING COMMUNITY-BASED INTERVENTIONS THAT ASSIST OLDER ADULTS AND THEIR CAREGIVERS IN PREVENTING AND MANAGING FRAILTY. THE PURPOSE OF THIS PAPER IS TO PROVIDE AN OVERVIEW OF FRAILTY FOR A PUBLIC HEALTH AUDIENCE IN ORDER TO INCREASE AWARENESS OF THE MULTIDIMENSIONAL NATURE OF FRAILTY AND HOW IT SHOULD BE ADDRESSED THROUGH AN INTEGRATED AND HOLISTIC APPROACH TO CARE. KEY WORDS: FRAILTY, DIAGNOSIS, EVALUATION, MANAGEMENT

“An Investment in Leadership”: Rockefeller Foundation Fellowships and the Globalization of Public Health Knowledge, 1915-1940

The Rockefeller Foundation, the largest philanthropy in the first half of the 20th century, initiated a global program of fellowships to train public health officials. The majority of the fellows were brought to universities in the United States to study science-based medicine for one or more years, followed by field work at research stations funded by the Foundation. Fellows returned to their home countries to serve in public health institutions, and took with them the Foundation’s American-style strategies for promoting and implementing public health programs. The public health fellowship program deeply influenced global public health in the 20th century.

Features and contents of master programs in public health in Chile

In Chile, public health training grew both in enrollment and in the number of universities offering programs on the subject. To compare the academic characteristics and the contents of the master's programs in public health offered by Chilean universities. A search of all master's programs that include the word "public health " in their title was made, excluding those that did not declare current students in 2020. The academic characteristics and content of each program were compiled according to the information declared by each university. The contents were grouped according to the list of core competencies for the public health professional of the Association of Schools of Public Health in the European Region (ASPHER). Eleven programs were included, most of them are carried out in face-to-face modality. The academic load is expressed in Transferable Credit System credits (62-71), credits (87-125) or teaching hours (1252-2048). All programs declare to have a graduation activity, with a heterogeneous academic load. All programs have basic subjects in epidemiology and more than 60% include introductory topics in public health, research methodology, and health services management. No program declares demography or food safety as compulsory subjects. There is heterogeneity in the academic load and the contents between the programs. It is necessary to establish common criteria in the training of future public health professionals, at least in the compulsory subjects and the minimum academic load.

Current perspectives on public mental health training provision: a scoping review

Purpose Public mental health training can effectively support well-being at a population level. The application of this type of training is increasingly prevalent, however, training evaluation is currently limited and inconsistent. This paper aims to summarise the characteristics of public mental health training available in England, presents key quality criteria for this training and identifies gaps in training provision. Design/methodology/approach This paper uses a pragmatic mixed-methods approach including database and Google Searches, focus groups and survey methods. The data analysis included a structured data extraction template for the training availability scoping and thematic analysis of the survey and focus groups. Findings This paper identifies a total of 74 training courses targeting workplace employees, young people and the general population. Most courses were delivered face-to-face (54), followed by e-learning (16) and blended modalities (4). This paper derives four core quality principles, focussing on the training approach, key features of training, trainer attributes and evaluation. There were no significant gaps in training provision, although areas for future development included consistency in public mental health terminology, systems and populations requiring additional training and the logistics of training delivery, etc. Originality/value The results contribute to the evidence base of interventions that are currently available, supporting the efforts to evaluate the impact of training provision in this area. This paper provides a novel approach to assessing training quality and discuss areas for development and innovation in this field.

Evaluation of Advanced Field Epidemiology Training Programs in the Eastern Mediterranean Region: A Multi-Country Study.

Field Epidemiology Training Programs (FETPs) are competency-based training programs aiming to strengthen the epidemiologic capacity of the public health workforce. This study aimed to evaluate the impact of the advanced FETPs in the Eastern Mediterranean region (EMR) and ascertain whether the expected objectives of the programs are met. A descriptive study was conducted based on Kirkpatrick's model for evaluating training programs. Data were collected from FETP graduates and FETP technical advisers on the practices of FETP graduates, their engagement in key areas of field epidemiology, and their perceived skills and capacity to perform such activities. A total of 166 FETP graduates responded to the online survey. Almost two-thirds of FETP graduates reported that they are often engaged in managing public health surveillance systems (n = 119, 71.7%), analyzing the surveillance data (n = 116, 69.9%), training public health professionals (n = 113, 68.1%), investigations on and response to outbreaks (n = 109, 65.7%), and managing staff and resources (n = 106, 63.9%). However, only 28.3% reported that they are often engaged in writing scientific research articles. More than two-thirds of graduates reported that the FETP helped them to perform most of the field epidemiology activities and rate their skills as good. In conclusion, the FETP graduates in the EMR were well engaged in many field epidemiology activities including managing public health surveillance systems, surveillance data analysis, training public health professionals, and investigations on and response to outbreaks. Therefore, the FETPs should continue supporting the graduates to work toward strengthening surveillance systems and investigating outbreaks and to participate in regional and global efforts as part of the Global Health Security.

Application of a return of investment analysis for public health training by case study

Local health departments require assurance of competence of their workforce to prevent and mitigate outbreaks by supporting the implementation of evidence-based actions in clinical practice, medical procedures and infection control practices. Too often outdated policies or reduction in budgets prevent the appropriate training strategies or resources to recruit, retain or support this capability. In this 2018 case study analysis, we coupled the Phillip's Return on Investment model with a standard financial proforma model to make a business case that investing in training, specifically the Certification in Infection Control (CIC), was worthwhile for cost reduction, improved knowledge, skills and abilities (KSA's) and improved employee retention. Our model demonstrated that our initial investment (USD $1,840) was profitable based on the internal rate of return (IRR=130%, Year. 5), payback period (0.71 years), Benefit Cost Ratio (BCR=1.41) and Return of Investment (ROI=41%), if an epidemiologist worked a minimum of 3 healthcare associated infection outbreaks per year. Data from 4 local epidemiologists demonstrated that the application of KSA's reduced investigation hours by 10%-25% for all types of outbreaks with payback periods of less than 6 months and positive ROIs for staff with retention greater than 1 year. Our model demonstrated that at the highest end of our investment costs (US $2940) with an investigation improve efficiency of 25%, the IRR was 85% after year 5 with a payback period of 1.13 years if the epidemiologist worked on 3 HAI outbreaks per year over the 5 years. Our results validate the profitability of investment into the CIC for local epidemiologists if they could be retained longer than the payback period. The model provides a method for managers to leverage training opportunities for employee retention while ensuring competencies in the workforce.

Leadership Perspectives on Local Health Department Workforce Development: A Regional Training Needs Assessment.

The public health workforce broadly-across disciplines, tiers, and settings-requires strategic skills to advance population health outcomes. In early 2020, the Region V Public Health Training Center conducted a competency-based training needs assessment survey with all 501 local health departments in the 6-state region, including small agencies that were previously excluded from available national data sources. Health officials or designees from 290 agencies responded (58% response rate) with perspectives regarding the ability of their staff to sufficiently apply strategic skills. Findings highlight training needs among the region's local governmental public health workforce and differences in those needs by the size of population served by the agency. Notable training priorities include the skill domains of Budgeting & Financial Management and Change Management, among others.

"Collaboration Toward One Collective Goal": A Mixed-Methods Study of Short-Term Learning Outcomes and Long-Term Impacts Among Students Participating in an Undergraduate Community-Based Participatory Research (CBPR) Course.

Background: Research shows positive learning outcomes for students participating in service learning. However, the impacts of undergraduate student participation in Community-Based Participatory Research (CBPR) courses are minimally studied.Methods: We used a triangulation mixed-methods design approach to analyze short- and long-term (1–5 years post-course) data collected from 59 undergraduate students across 5 cohorts of a CBPR course (2014–19). Thematic analysis was used to analyze the qualitative data and descriptive statistics and frequencies were generated to analyze the quantitative data.Results: We developed five key themes based on short-term qualitative data: integration of CBPR and traditional research skills; importance of community engagement in research; identity; accountability; and collaboration. Themes from qualitative course evaluations aligned with these findings. Long-term qualitative data revealed that former students gained research knowledge, research skills, and professional skills and then applied these in other settings. This aligns with quantitative findings, where >79% of respondents reported that course participation “extensively” improved their research skills. Post-course, students still reflected on the importance of community engagement in research and reported a substantially enhanced likelihood of civic engagement.Discussion/Conclusions: Students gained critical knowledge and skills that positively impact their ability to engage in community-based work well after the end of course participation. Some students reported considering research-oriented careers and graduate programs for the first time after course participation. Collaborative learning experiences with community partners and members encouraged students to reflect on research designs that center community voices. We stress here that community partnerships require extensive cultivation, but they can create opportunities to translate findings directly back to communities and provide numerous benefits to undergraduate students. We hope that our findings provide the information needed to consider pilot testing practice-based CBPR courses in a variety of public health training contexts.

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Public Health News Appraisal: An Approach to Content Analysis of News Article on Public Health

Public Health News Appraisal (PHNA) is a systematic process and an important skill to be mastered by public health trainees by which the strengths, weaknesses, and validity of a news article can be identified. This process helps trainees to identify usefulness of news, recognize any potential for bias, and ascertain whether the news is trustworthy. Trainees can assess whether the news article successfully communicates the intended message to reader. PHNA checklist with 18 questions was designed to help students to achieve this objective. Responses of most of the questions in this checklist are in the form of yes, no, and can't tell. The articles can be categorized and analyzed based on the comparative PHNA score.

Training Public Health Students in Racial Justice and Health Equity : A Systematic Review.

In an attempt to move the field of public health from documenting health disparities to acting to rectify them, in 2001, the American Public Health Association (APHA) recognized racism as a fundamental cause of racial health disparities. Both APHA and the Council on Education for Public Health have moved to incorporate new competencies in health equity for public health professionals. As schools and programs of public health work to establish curricular offerings in race and racism, a need exists to identify approaches currently in use that can be replicated, adapted, and scaled. This systematic review sought to identify pedagogical methods and curricula that exist to support the training of US public health students in understanding racism as a structural determinant of health. We found 11 examples from peer-reviewed literature of curricula, lessons, and competencies that have been developed by public health faculty and departments since 2006. The articles discussed a range of approaches to teaching about structural racism in public health, suggesting that little consensus may exist on how to best teach this material. Furthermore, we found little rigorous evaluation of these teaching methods and curricula. The results of this review suggest future research is needed on public health pedagogy on structural racism.

Impact of Kenya's Frontline Epidemiology Training Program on Outbreak Detection and Surveillance Reporting: A Geographical Assessment, 2014-2017.

Rapid detection and response to infectious disease outbreaks requires a robust surveillance system with a sufficient number of trained public health workforce personnel. The Frontline Field Epidemiology Training Program (Frontline) is a focused 3-month program targeting local ministries of health to strengthen local disease surveillance and reporting capacities. Limited literature exists on the impact of Frontline graduates on disease surveillance completeness and timeliness reporting. Using routinely collected Ministry of Health data, we mapped the distribution of graduates between 2014 and 2017 across 47 Kenyan counties. Completeness was defined as the proportion of complete reports received from health facilities in a county compared with the total number of health facilities in that county. Timeliness was defined as the proportion of health facilities submitting surveillance reports on time to the county. Using a panel analysis and controlling for county-fixed effects, we evaluated the relationship between the number of Frontline graduates and priority disease reporting of measles. We found that Frontline training was correlated with improved completeness and timeliness of weekly reporting for priority diseases. The number of Frontline graduates increased by 700%, from 57 graduates in 2014 to 456 graduates in 2017. The annual average rates of reporting completeness increased from 0.8% in 2014 to 55.1% in 2017. The annual average timeliness reporting rates increased from 0.1% in 2014 to 40.5% in 2017. These findings demonstrate how global health security implementation progress in workforce development may influence surveillance and disease reporting.

Shaping applied epidemiology workforce training to strengthen emergency response: a global survey of applied epidemiologists, 2019\u20132020

BackgroundRapid and effective emergency response to address health security relies on a competent and suitably trained local and international workforce. The COVID-19 pandemic has highlighted that the health security workforce needs to be well equipped to tackle current and future challenges. In this study, we explored whether training in applied epidemiology was meeting the current needs of the applied epidemiology workforce.MethodWe conducted a cross-sectional online survey that was available in English and French. We used purposive and snowballing sampling techniques to identify potential survey respondents. An online social media advertisement campaign was used to disseminate a REDCap survey link between October 2019 and February 2020 through field epidemiology networks. Survey questions included demographic details of participants, along with their technical background, level of formal education, topics studied during epidemiology training, and years of experience as an epidemiologist. We used Pearson Chi-squared (Chi2) to test the difference between categorical variables, and content analysis to evaluate responses to open-ended questions.ResultsIn total, 282 people responded to the survey. Participants had a range of formal public health and epidemiology training backgrounds. Respondents applied epidemiology experience spanned almost 30 years, across 64 countries. Overall, 74% (n = 210) were alumni of Field Epidemiology Training Programs (FETP). Basic outbreak and surveillance training was well reported by respondents, however training in specialised techniques related to emergency response, communication, and leadership was less common. FETP graduates reported higher levels of formal training in all survey topics.ConclusionIt is critical for the health security workforce to be well-trained and equipped with skills needed to ensure a rapid and effective response to acute public health events. Leadership, communication, interpersonal skills, and specialist training in emergency response are lacking in current training models. Our study has demonstrated that applied epidemiology workforce training must evolve to remain relevant to current and future public health challenges.

Coronavirus Disease 2019 (COVID-19) Mitigation Efforts and Testing During an In-Person Training Event—Uganda, 12–29 October 2020

Large public-health training events may result in SARS-CoV-2 transmission. Universal SARS-CoV-2 testing during trainings for the Uganda Population-based HIV Impact Assessment identified 28/475 (5.9%) individuals with COVID-19 among attendees; most (89.3%) were asymptomatic. Effective COVID-19 mitigation measures, along with SARS-CoV-2 testing, are recommended for in-person trainings, particularly when trainees will have subsequent contact with survey participants.

Effects of Implementing an Interactive Substance Use Disorders Workshop on a Family Medicine Clerkship.

Substance use disorders (SUD) remain a public health crisis and training has been insufficient to provide the skills necessary to combat this crisis. We aimed to create and study an interactive, destigmatizing, skills-based workshop for medical students to evaluate if this changes students' self-reported knowledge, skills, and attitudes toward patients with SUD. We surveyed students on a required family medicine outpatient rotation at a Pacific Northwest medical school during clerkship orientation on their views regarding SUDs utilizing the validated Drug and Drug Problems Perceptions Questionnaire containing a 7-point Likert scale. After attending a substance use disorder workshop, they repeated the survey. We calculated differences between the paired pre- to postsurveys. We collected the pre- and postdata for 118 students who attended the workshop and showed statistically significant positive differences on all items. The positive change in the medical students' reported attitudes suggests both necessity and feasibility in teaching SUD skills in a destigmatizing way in medical training. Positive changes also suggest a role of exposing students to family medicine and/or primary care as a strategy to learn competent care for patients with substance use disorders.