Document Type

Abstract

Publication Date

2-11-2026

Comments

Presented at the 2026 Scholarly Inquiry (SI) Research Project Symposium.

Abstract

Introduction: Opioid overdose remains a leading cause of preventable mortality in the United States and is particularly prevalent in Philadelphia. While first-year medical students commonly receive brief training in overdose recognition and naloxone administration, such instruction often overlooks stigma toward people who use drugs(PWUD). Sidney Kimmel Medical College implemented a two-step model in which students received naloxone at their white coat ceremony and later completed a clinical skills–based overdose response session. This study assessed how this training influenced first-year students’ overdose knowledge and attitudes toward PWUD.

Methods: Students completed the Opioid Overdose Knowledge Scale (OOKS; 0–39)and Opioid Overdose Attitudes Scale (OOAS; 0–125) before and after the skills session. Twenty-two students provided matched pre/post data. Paired t-tests assessed changes across OOKS subdomains (risk factors, signs, actions, naloxone use) and OOAS subdomains (competence, readiness, concerns). Cohen’s d quantified effect sizes. Subgroup analyses examined the influence of prior overdose training, familiarity with opioid use disorder, and overdose witnessing or response.

Results: OOKS scores increased from 30.6 ± 6.4 to 35.9 ± 5.7 (p< 0.001; d=0.88),with the largest gain in naloxone knowledge (9.6 ± 3.2 to 12.8 ± 3.2; p< 0.001;d=1.01). OOAS total scores increased from 104.6 ± 12.2 to 113.3 ± 10.6 (p=0.0016;d=0.78), driven by a large improvement in competence (p< 0.001; d=1.42). The perception of readiness to respond to an opioid overdose decreased slightly (p=0.071;d=–0.45). Students without prior experience demonstrated the largest improvements, while experienced students showed higher baselines but similar post-training scores.

Discussion/Conclusions: A two-step naloxone distribution and overdose response curriculum produced substantial gains in first-year medical students’ knowledge and perceived competence. Smaller shifts in readiness and concerns suggest increased awareness of response challenges and the continued need for stigma-informed training. Similar post-training scores between all groups indicate that the curriculum is effective regardless of prior experience. Anticipated item-level analysis will identify weak points in training and guide human-centered design decisions for naloxone kits.

Language

English

Download

Share

COinS