Substance Use and Public Health
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This course has been updated to better reflect the current themes surrounding Substance use and Public Health. If you are already enrolled in this version of the course, you are allowed to complete it and obtain a certificate or register for the new course version on this link.
This course provides information on substance use and public health. It addresses the burden of substance use disorders (SUD), the impact of prevention strategies, interventions and control programs, and ethical research practices in SUD care to ensure effective positive health outcomes. By the end of this course, students will be able to use screening tools to assess substance use disorders and identify prevention and treatment protocols to reduce the impact of substance use disorders within a population.
The SUD and Public Health course is sponsored by the Annenberg Physician Training Program. Like all NextGenU.org courses, it is competency-based; competencies were developed in collaboration with subject matter experts, and take into consideration Tap 21 Addiction Counseling Competencies from the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA), which benchmark how curricula, educational programs, and professional standards are measured in the U.S. SUD treatment field, the Principles of General Care (GPC) for people with Mental, Neurological and Substance Use Disorders (MNS) conditions developed by the World Health Organization’s (WHO) Mental Health Gap Action Programme (mhGAP), and the WHO and United Nations (UN) International Standards for the Treatment of Drug Use Disorders.
The course uses learning resources from accredited, world-class organizations such as the Joint United Nations Programme on HIV/AIDS, Substance Abuse and Mental Health Services Administration, U.S. Centers for Disease Control and Prevention (CDC), the U.S. National Institutes of Health, and the World Health Organization. The course was designed by Hugo Rojas, MD, MSc; Juan Jose Pemintel, MD; Leohrandra Graham, MSc; Margaret Niles, PhD, MEd, DipID; Valeria Reynolds, MD, MPH; Pablo Baldiviezo, MD.
For publications on NextGenU.org’s courses’ efficacy, see “A Novel Integration of Online and Flipped Classroom Instructional Models in Public Health Higher Education,” (2014), BMC Medical Education, “Building Public Health Capacity through Online Global Learning,” (2018), Open Praxis, or on NextGenU.org’s publication page. Subscribe to our newsletter to be notified of future updates, new courses, and to be part of our community.
There are five Substance Use Disorder (SUD) modules to complete, which include:
- Module 1: Introduction to SUD in Public Health
- Module 2: Identifying SUD
- Module 3: SUD Interventions and Control
- Module 4: SUD Prevention Strategies
- Module 5: Ethics and Research in SUD Care
The completion time for this course is estimated to be 125 hours which includes 63 hours of didactics and curated resources and 62 hours of work participating in activities and quizzes to assist the student in the synthesis of the materials. This course is equivalent to 3 credit hours.
Upon completion of the training (5 modules), participants will need to complete a final exam”. The final exam will be designed so that participants can have three opportunities to answer correctly until the required score of 70% or higher is obtained.
At the end of each lesson, there is a practice quiz of ten to fifteen (10-15) multiple-choice questions. At the end of the course, after you’ve completed each lesson, quiz, and learning activity, you’ll have access to a final exam of forty multiple-choice questions, and a chance to evaluate this course. Once you’ve passed that last test, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organization the Annenberg Physician Training Program. We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes, and we are also happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request.
Engaging with this Course:
You may browse this course for free to learn for your personal enrichment; there are no requirements. To register for this course, it is required that learners have obtained a college-level/bachelor's degree.
To PASS and Obtain a Certificate
- all the reading requirements,
- all quizzes and pass with 80% having unlimited attempts,
- all case studies,
- the final exam with a minimum of 80% and a maximum of 3 attempts, and
- the self and course evaluation forms.
NextGenU.org is happy to provide your institution with
- a link to and description of the course training, so they can see all its components, including the cosponsoring universities and other professional organization cosponsors;
- your grade on the final exam;
- your work products (e.g. case study activities), and any other required or optional shared materials that you produce and authorize to share with them;
- your evaluations -- course, and self-assessments;
- a copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.
To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org contact us.
We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.
Here are the next steps to take the course for credit:
- Complete the registration form.
- Take the pre-test.
- Begin the course with Module One. In each lesson, read the description, complete all required readings and any required activity, and take the corresponding quizzes.
This course meets nationally approved standards of education developed for the addiction/substance use disorders counseling profession. This course's participants are assured that the continuing education (CE) credits provided will be accepted toward national credentialing by the NAADAC Certification Commission for Addiction Professionals (NCC AP), as well as by many of the individual state licensing/certification bodies in the addiction and other helping professions.
*This course is sponsored in part by the Annenberg Physician Training Program: Abstinence-based Recovery from Addictive Disease. -
Instructional Goals covered in this module:
- Understand different models of addiction and the impact of substance abuse on individuals and public health.
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Define key terms associated with substance use.
- Describe different models of addiction.
- Examine substance use as a chronic relapsing disorder.
- Explain what substances are used and abused and their effect on an individual's health and social functioning.
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Required Learning Resources
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Students mustView
Read the entire article to understand key terms. (10 minutes)
National Institute on Drug Abuse
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Students mustView
Lookup the definition of the terms "Withdrawal" and "relapse" in this special dictionary about substance use. Additionally, you may search for any other unfamiliar terms to improve your understanding. (2 minutes)
Recovery Research Institute
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Students mustView
Read the content under the heading "Addiction Models." (3 minutes)
American Addiction Centers
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Students mustView
Read the content under the heading "Preview", "Conducting Research on Neurobiology...", "The Addiction Cycle", "Different Classes of ...", "Different Classes of Substances Affect the Brain and Behavior in Different Ways" and "Factors that Increase ...". (28 minutes)
NCBI
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Students mustView
Read the entire page. (6 minutes)
National Institute on Alcohol Abuse and Alcoholism
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Students mustView
Click on "Cocaine," "Marijuana (Cannabis)," "Heroin," "Inhalants," "Prescription Opioids," "Tobacco/Nicotine," and "Methamphetamine" and read the section "Possible Health Effects" for each. (7 minutes)
National Institute on Drug Abuse
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Students mustView
Read the entire page. (6 minutes)
Addiction Center
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Students mustView
Read the entire article. (11 minutes)
NCBI
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Students mustMark as done
Supplementary Learning Resources (Not Required)
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Students mustView
Although the resource is a bit old, it provides an excellent overview of the various models of addiction. You can read the entire page for a summary of different models. (10 minutes)
Australian Government Department of health
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Explore trends in the global burden of mental, neurological and substance use disorders (MNS)
- Review the UNGASS 2016 position regarding the role of public health in addressing substance use disorders
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Required Learning Resources
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Students mustView
Read the entire article. (40 minutes)
PLOS
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Students mustView
Read the entire page. (8 minutes)
World Psychiatry
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Students mustViewStart discussions: 1
In this activity, you will examine how substance use disorders have shaped global positions on substance abuse.
Step 1: Select one (1) of the topics discussed in the module, i.e., Models of addiction, substance use as a chronic relapsing disorder, commonly used drugs/consequences of substance abuse, or the trends in the global burden of mental, neurological, or substance use disorders (MNS).
Step 2: Prepare a 300 – 750 word discussion post that summarizes your reflections on how the selected topic has influenced the position taken by UNGASS on substance abuse.
Step 3: To share your work in Moodle, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting; see the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
Step 4: To complete the activity, you will need to comment on two posts made by your peers in a respectful and professional manner. You should use this rubric. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. -
Quiz: Module 1
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
Not available unless: The activity Course Registration is marked complete ...Not available unless:- The activity Course Registration is marked complete
- The activity Pre-Test is marked complete
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Instructional Goals covered in this module:
- Describe the established diagnostic criteria for substance use disorders.
- Recognize the challenges faced in public health environments in treating substance use disorders with coexisting medical and mental health conditions.
- Explain the socio-economic, political, and cultural factors that influence substance use risk and resiliency among individuals and groups.
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Differentiate among the main categories of substance use disorder behaviors.
- Explore commonly used substance use disorder screening instruments/tools.
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Required Learning Resources
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Students mustView
Read the content on the main page and click on the headings "Alcohol," "Cannabis," "Hallucinogens," "Inhalants," "Opioid," "Sedatives, Hypnotics, or Anxiolytics," "Stimulants," and "Tobacco" and read the content for each. (38 minutes)
MentalHelp.net An American Addiction Centers Resources
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Students mustView
Read the content in the table. (4 minutes)
MassHealth PCC Plan MBHP
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Supplementary Learning Resources (Not Required)
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Students mustView
Read the content under the heading "Overarching Issues". (33 minutes)
NCBI
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Illustrate how substance use disorders mimic a variety of medical and mental health conditions. Detail the comorbidities that may develop with substance use disorders.
- Examine co-morbidities associated with alcohol and other substance use abuse including HIV, diabetes, hepatitis, depression, psychosis, and reproduction implications such as fetal alcohol spectrum disorders.
- Determine the special reproductive health issues for women in relation to substance use, comorbidity, and pharmacological treatment.
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Students mustMark as done
Required Learning Resources
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Students mustView
Read the entire document. (25 minutes)
European Monitoring Centre for Drugs and Drug Addiction
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Students mustView
Read the content from the heading "Part 1: The Connection Between Substance Use Disorders and Mental Illness," on page 4 to the end of page 15. (21 minutes)
National Institute on Drug Abuse
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Students mustView
Read the content under the heading "Discussion". (25 minutes)
NCBI
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Students mustView
Read the content under the heading " 1. Introduction." (6 minutes)
SciencieDirect
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Students mustView
Read the content under the headings "Health and social consequences of drug use among women" and "Access to treatment and care for drug use disorders," on pages 20-23. (12 minutes)
UNODC
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Students mustViewStart discussions: 1
In this activity, you will examine the challenges faced in treating substance use disorders and associated mental and medical conditions in public health settings.
Step 1: Explore online to see the various examples of infographics. Become familiar with what infographics are and what they look like.
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A good basic overview of the history and use of information graphics is available on Wikipedia: http://en.wikipedia.org/wiki/Information_graphics
Step 2: Review the material on comorbidities associated with substance use disorders and the attendant challenges they pose in the public health setting. Use the literature (i.e., journals and other professional resources) and reputable websites, to gather information to include data, statistics, and pertinent facts.
Step 3: Using a web design application* of your choice, create an infographic that addresses the comorbidities associated with substance use abuse and other medical and mental conditions. Be sure that your analysis and insight into the data are represented to tell the story so the intended message(s) are communicated.
Step 4: Remember to proofread and refine your infographic. Make sure your infographic can be viewed easily in full screen mode.
Step 5: To share your work in Moodle, click on the “Reply” button under this post and paste the link to your infographic in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting; see the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
Here the rubric for this activity
*Examples of free design applications include Google Charts, Easel.ly, Visme, Infogram, Canva, Snappa, Piktochart, and PowerPoint.
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Examine the strategies used to recognize severe symptoms of mental illness and substance use.
- Analyze policies and procedures for handling crises and dangerous situations with people who have substance use disorders.
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Students mustMark as done
Required Learning Resources
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Students mustView
Read the entire webpage. (5 minutes)
American Addiction Centers
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Students mustView
Read the content under the headings "Core Services and Best Practices" and "Core Principles and Essential Partnerships" on pages 6-15. (32 minutes)
National Association of State Mental Health Program Directors
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Students mustView
Read the entire webpage. (8 minutes)
Vertava Health
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Students mustMark as done
Supplementary Learning Resources (Not Required)
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Students mustView
Read the content under the heading "Guidelines for integrated longitudinal assessment" until the heading "CME Post-Test". (16 minutes)
Psychiatric Times
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Correlate the social determinants of health to the risk of individual and group development and sustenance of substance use disorders.
- Analyze the factors that can contribute positively to individual and group resiliency to substance use.
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Students mustMark as done
Required Learning Resources
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Students mustView
Read the content under the heading ¨Abstract¨ , ¨Results¨ and ¨Discussions¨ (16 minutes)
BMC Public Health
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Students mustView
Read the entire page. (2 minutes)
NIH
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Quiz: Module 2
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
Not available unless: The activity Quiz: Module 1 is marked complete
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Instructional Goals covered in this module:
- Understand models of treatment, recovery, and relapse prevention for addiction and related problems.
- Propose strategies to reduce the negative effects of substance abuse according to different states of change and cultural identities.
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Describe the components of comprehensive substance abuse treatment.
- Explain the models and effectiveness of relapse prevention.
- Discuss recommendations for public health interventions to promote treatment, recovery, and relapse prevention of addiction.
- Compare and contrast autonomy and independent living with the institutionalization of persons coping with substance use disorders.
Click here to start this lesson-
Required Learning Resources
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Students mustView
Read the content under the headings "Principles of Effective Treatment" on pages 3-6 and "What is drug addiction treatment?" on pages 7-9. (11 minutes)
NIH
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Students mustView
Read the entire page (8 minutes)
Recovery Research Institute
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Students mustView
Read the content under the headings "Effectiveness and Efficacy of RP" and "Models of RP" until the heading "Clinical RP Interventions to Reduce Lapse and Relapse Risk" (20 minutes)
Doctor
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Students mustView
Read the entire page (51 minutes)
NCBI
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Students mustView
Read the entire article (5 minutes)
Substance Abuse and Mental Health Services Administration
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Students mustView
Read the entire article (4 minutes)
National Institute on Drug Abuse
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Determine the effectiveness of psychotherapeutic interventions.
- Examine the advantages and disadvantages of pharmacotherapy interventions as a treatment option for substance use disorders.
- Assess strategies to minimize the negative physical and social impact incurred by the behaviors related to drug use.
- Differentiate stages of change and processes to undertake behavior change.
- Compare different intervention strategies for substance abuse.
- Propose addiction interventions that are sensitive to different cultural identities or states of change.
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Students mustMark as done
Required Learning Resources
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Students mustView
Read the content under the headings "Abstract," "Treatment Approaches," "Individual Psychosocial Interventions," and "Special Populations." (22 minutes)
NCBI
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Students mustView
Read the entire article. (29 minutes)
NIH
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Students mustView
Read the entire article (18 minutes)
The American Journal of Psychiatry Residents’ Journal
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Students mustView
Read the entire webpage (6 minutes)
World Health Organization
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Students mustView
Read the entire page (22 minutes)
World Health Organization
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Students mustView
Read the entire page, click on the headings "Pre-contemplative", "Contemplative", "Preparation & Action", and "Maintenance" to expand the content. (6 minutes)
Recovery Research Institute
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Students mustView
Read the content under the headings "3. The Canadian Drugs and Substances Strategy" and "4. How to get there - Issues for discussion" (49 minutes)
Government of Canada
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Students mustView
Watch the entire video (5 minutes)
CalSouthern Psychology
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Students mustView
Read the abstract and from the heading "Categories" to the end of the article (33 minutes)
BMC Implementation Science
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Students mustView
Read the entire article (37 minutes)
BMC Implementation Science
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Students mustViewStart discussions: 1
Step 1: Select a specific group or demographic of your interest that may benefit from interventions to aid on the therapy and control of substance use disorders.
Step 2: For the selected group, prepare a 300 – 750 word proposal for an intervention strategy considering examples of best practices for adapting public health interventions explored in the lesson. The proposal should include steps to ensure adaptation of the strategy to the cultural characteristics of the group/demographic identified. Here the rubric for this activity
Step 3: To share your work in Moodle, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting; see the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
Step 4: To complete the activity, you will need to comment on two posts made by your peers, in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply.
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Quiz: Module 3
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
Not available unless: The activity Quiz: Module 2 is marked complete -
Students mustMark as done
Supplementary Learning Resources (Not Required)
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Students mustView
Watch the video from 36:15 to 42:45 (7 minutes)
National Nurse-Led Care Consortium
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Instructional Goals covered in this module:
- Understand the role of healthcare providers along with social and environmental factors in the prevention of substance use disorders.
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Investigate the range of policy options used to prevent alcohol, tobacco, and other substance use problems in society.
- Summarize addiction risk and protective factors.
- Analyze the impact of policy and environmental interventions on the prevention of substance use disorders.
Click here to start this lesson-
Required Learning Resources
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Students mustView
Read from pages 4 to 31 (65 minutes)
Substance Abuse and Mental Health Services Administration
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Students mustView
Read the entire chapter (114 minutes)
Surgeon General’s Report on Alcohol, Drugs, and Health
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Students mustView
Read the entire guide (6 minutes)
Substance Abuse and Mental Health Services Administration
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Students mustView
Read the entire webpage (13 minutes)
National Institute on Drug Abuse
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Students mustView
Read the content under the heading "1. Prevention traditions and environmental prevention" on pages 9 -16. (24 minutes)
European Monitoring Centre for Drugs and Drugs Addiction
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Students mustView
Read the content under the heading "1. Introduction", "2. Early Detection and Referral Systems and Linkages to Other Community-based Services", and "3. Specific Concerns Around Opioid Substitution Therapy" (22 minutes)
Basic & Clinical Neuroscience
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Examine the role played by family, social networks, and other community systems in the prevention of substance use disorders.
- Explore addiction prevention strategies such as social and community support, including educational, housing, and vocational support.
- Describe the role of healthcare workers in the prevention of substance use disorders.
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Students mustMark as done
Required Learning Resources
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Students mustView
Read from "Role of Social Support in Preventing Relapse" on page 917 to "Conclusion", page 921 (12 minutes)
International Journal of Innovation, Creativity and Change
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Students mustView
Read the content under the heading "Abstract", "Introduction", "Results", and "Discussion" (13 minutes)
ElSelvier
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Students mustView
Read the entire article (36 minutes)
NIH
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Students mustView
Read the entire article (15 minutes)
Common Health
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Students mustViewStart discussions: 1
In this activity, you will analyze the impact of prevention policies and regulations related to reducing substance use disorders in your local community.
Step 1: Research and review the policy and environmental strategies introduced during the lesson.
Step 2: Prepare a 300 – 750 word letter to the editor of your local newspaper analyzing the impact of policies and regulations enacted to reduce the prevalence of substance use abuse and disorders in your community. In your letter, you are encouraged to offer strategies to assist with the implementation of these policies and the expected results of the adoption of said policies. Here the rubric for this activity.
Step 3: To share your work in Moodle, click on the “Reply” button under this post and paste your work in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting; see the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
Step 4: To complete the activity, you will need to comment on two letters posted by your peers, in a respectful and professional manner. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. -
Quiz: Module 4
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
Not available unless: The activity Quiz: Module 3 is marked complete
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Instructional Goals covered in this module:
Be competent in addressing stigma, and promoting and protecting the human rights of those you serve.
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Define stigma in the substance use disorder context.
- Examine the impact of stigmatization, marginalization, and discrimination on SUD treatment /interventions.
- Compare the strategies to mitigate stigmatization, marginalization, and discrimination in SUD care settings.
Click here to start this lesson-
Required Learning Resources
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Students mustView
Read the content under the heading "Introduction" (8 minutes)
SSA Society for the Study of Addiction
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Students mustView
Read the content under the heading "Mental health and substance use problems", "What is stigma?", and "Types of stigma" (20 minutes)
Health and Human Rights Journal
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Students mustView
Read the content under the heading "The burden of stigma related to substance use", "Structural stigma, ethics, and implications for policy and public health", and "Conclusion" (12 minutes)
Health and Human Rights Journal
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Students mustView
Read the content under the headings "What problem does this study address?" "What did this study find?" Why is this Study Important?" "Next Steps," and "Bottom Line" (9 minutes)
Recovery Research Institute
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Students mustView
Read the content under the heading "Abstract" and "Discussion" (7 minutes)
Wiley Open Library
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Students mustViewStart discussions: 1
In this activity you will examine the impact of stigma on vulnerable and marginalized populations with respect to substance use disorder identification and treatment strategies.
Step 1: Review the information shared during the lesson on stigma and ethical issues.
Step 2: Explore online to see the various examples of free video creation applications*. Become familiar with what good and poor videos look like. View the video creation tips found at http://www.kathleenamorris.com/2020/06/01/video-tools-teachers/ .
Step 3: Using the video creation tool of your choice, create a 5- 10 minute video discussing stigma and its impact on vulnerable and marginalized populations with respect to Substance Use Disorders identification and treatment, along with strategies for mitigating this impact.
Step 4: Remember to proofread and edit your video. Make sure your video can be viewed easily in full screen mode.
Step 5: To share your work in Moodle, click on the “Reply” button under this post and paste the link to your Video in the “message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting; see the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
Here the rubric for this activity.
*Examples of free video creation applications include iMovie, loom, WeVideo, Screencast Matic, Google Photos, Quik, Clips, Toonly and Doodly.
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Supplementary Learning Resources (Not Required)
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Students mustView
Read the entire webpage (12 minutes)
AMA Journal of Ethics
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Students mustView
Read the entire webpage (10 minutes)
American Addiction Center
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Students mustView
Read the webpage and explore the various resources relating to reducing stigma against SUD by clicking on the links provided.
Curated Library about Opioid Use for Decision-makers
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Explore the general ethical principles that provide the basis for addressing concerns in substance use disorder treatment settings.
- Summarize the ethical dilemmas faced in substance use disorder treatment settings.
- Examine the relevance of the NAADAC Code of Ethics in guiding client-counselor relationships in substance use disorder treatment settings.
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Students mustMark as done
Required Learning Resources
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Students mustView
Read the content under the heading "Core Ethical Principles" (27 minutes)
The ASAM Principles of Addiction Medicine - Ethical Issues in Addiction Practice
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Students mustView
Read the entire article. (28 minutes)
Indian Journal of Medical Ethics
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Students mustView
Read the content under the heading "Introduction to NAADAC/NCC AP Ethical Standards" on page 1 (3 minutes)
National Association for Alcoholism and Drug Abuse Counselors
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Students mustMark as done
Supplementary Learning Resources (Not Required)
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Students mustView
Read the content under the heading "Basic Ethical Principles" (14 minutes)
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Student Learning Outcomes:
Upon completion of this lesson, you will be able to:- Summarize the approach strategies for research involving human participants in LMICs.
- Examine the key challenges that impact substance use disorder research in LMICs.
- Explain the importance of gaining informed consent of the person involved in the SUD research.
- Determine the appropriate response strategies to the disclosure of private and distressing information e.g., self-harm, sexual assault.
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Students mustMark as done
Required Learning Resources
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Students mustView
Read the content under the heading "Introduccion", and "Conclusions" (14 minutes)
NIH
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Students mustView
Read the entire article. (12 minutes)
Taylor and Francis Online
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Students mustView
Read the entire article. (34 minutes)
US National Library of Medicine
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Students mustView
Read the content under the heading "Informed Consent and Decision-Making Capacity", "Financial Compensation and Concerns About Undue Inducement" and "Other Threats to Voluntariness" (11 minutes)
Sage Journals
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Students mustView
Read the entire webpage (8 minutes)
American Addiction Centers
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Students mustView
Read the entire webpage (10 minutes)
General Medical Council
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Students mustView
Read the entire webpage (13 minutes)
General Medical Council
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Students mustView
Read the entire webpage (20 minutes)
General Medical Council
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Students mustViewStart discussions: 1
For this final assignment, you will illustrate the significance of the ethical principles and human rights protection in addressing the challenges of conducting research with substance use disorder participants in marginalized and vulnerable populations.
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Identify a country or a region.
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Discuss the major ethical and human rights issues that surround substance use disorder research in the country/region.
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Based on your findings, suggest strategies that can be used to engage marginalized and vulnerable populations so as to improve data collection and research outcomes. Inform your reflection based on what you have learnt in the previous modules with regards to access to substance use disorder treatment and control services in a global setting. How would you apply this knowledge in your local context?
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Your reflection piece should be 1500 - 2500 words in length. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting; see the resource on the Himmelfarb Health Sciences Library for instructions: APA citation resource (N.B. references are excluded from word counts).
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To share your work in Moodle click on the “Reply” button under this post and paste your work in the “message” box.
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Here the rubric for this activity.
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Quiz: Module 5
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
Not available unless: The activity Quiz: Module 4 is marked complete
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Final Exam Quiz
To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of ---- questions, and you will have ---- minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.
To access the exam, click on the name of the exam provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
Not available unless any of: All of: ...Not available unless any of:-
All of:
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All of:
- The activity Course Registration is marked complete
- The activity Pre-Test is marked complete
- The activity Quiz: Module 1 is marked complete
- The activity Quiz: Module 2 is marked complete
- The activity Quiz: Module 3 is marked complete
- The activity Quiz: Module 4 is marked complete
- The activity Quiz: Module 5 is marked complete
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All of:
- The activity Peer Discussion Activity 1: Substance Use Disorders in Public Health is marked complete
- The activity Creative Activity 1: Comorbidities associated with substance use abuse and other medical conditions. is marked complete
- The activity Peer Discussion Activity 2: Intervention considerations in therapy and control of substance use disorders. is marked complete
- The activity Reflective Piece 1: Impact of Policies and Regulations on Substance Use Disorders is marked complete
- The activity Creative Activity 2: Addressing the challenges of stigma and ethical practices in treating vulnerable and marginalized populations. is marked complete
- The activity Reflective Piece 2: Significance of the ethical principles and human rights protection is marked complete
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All of:
- You belong to Public Health U
- You belong to Miami Med
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All of:
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In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion.-
Course Evaluation QuestionnaireNot available unless: The activity Final Exam is marked complete
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Self Evaluation QuestionnaireNot available unless: The activity Final Exam is marked complete
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Students mustMark as done
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Students mustMark as done
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