An animated online module for opioid use disorder training in medical students: a sequential mixed-methods evaluation
Year: 2026
Type: article
Abstract: Undergraduate training in opioid use disorder (OUD) remains inconsistent, particularly for communication, stigma reduction, and empathic clinical interviewing. Digital, case-based modules can help close knowledge gaps, yet few target attitudes, communication skills, or empathy, and most evaluations are U.S.-based—underscoring the need for context-specific evidence in settings with limited OUD exposure. We conducted a sequential, non-randomized mixed-methods evaluation among final-year medical students in Saudi Arabia. One cohort completed pre/post questionnaires surrounding a standard didactic lecture on substance use disorders (lecture-only). Another cohort received the same lecture and then completed a self-paced animated OUD interview module during the psychiatry course; this cohort completed the same pre/post questionnaire surrounding the module (pre-module occurred after the lecture). Students completed single-item self-assessments across six domains. Outcomes were analyzed using linear mixed-effects models including time, group, and time × group, adjusted for gender. Because the cohorts’ pre-assessments represented different educational exposure states, pre-lecture versus post-lecture/pre-module, the time × group term was interpreted as a between-cohort difference in observed pre–post change rather than as a causal estimate of the module’s incremental effect. In total, 278 students participated; 201 were in the lecture → module cohort, and 77 were in the lecture-only cohort. Among those contributing paired pre/post outcome data, both cohorts showed improvements across domains. Post-module acceptability ratings were high (mean scores approximately 4/5 across organization, engagement, relevance, and satisfaction). However, no domain showed a greater pre–post gain during the post-lecture module period than during the lecture-only period. Gains were significantly smaller during the module period for consequences/risks of OUD, DSM-5 diagnostic approach, and harm reduction, while no statistically detectable between-cohort differences in change were found for methadone knowledge, buprenorphine knowledge, or empathic stance. Qualitative themes reflected students’ perceived value of the module for engagement, practicality, communication, and non-stigmatizing, empathic language. The brief animated OUD interview module was feasible and acceptable, and students described perceived value for communication and non-stigmatizing, empathic interviewing. However, the quantitative findings do not establish incremental learning effectiveness beyond lecture, and the observed changes cannot be attributed specifically to the module because the cohorts had non-equivalent pre-assessment timing and prior educational exposure. Randomized or counterbalanced studies with aligned baseline assessments and objective performance-based outcomes are needed. Not applicable.
Source: BMC Medical Education
Language: English
Field: Medicine
Domain: Health Sciences
Open Access status: gold
Estimated APC paid: $2,990
OpenAlex ID: W7203679608
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