{"id":94985,"date":"2019-03-01T11:50:51","date_gmt":"2019-03-01T16:50:51","guid":{"rendered":"https:\/\/www.ucf.edu\/news\/?p=94985"},"modified":"2020-09-09T10:21:26","modified_gmt":"2020-09-09T14:21:26","slug":"every-second-counts-learning-treat-opioid-overdose","status":"publish","type":"post","link":"https:\/\/www.ucf.edu\/news\/every-second-counts-learning-treat-opioid-overdose\/","title":{"rendered":"Every Second Counts: UCF Students Learn How to Treat Opioid Overdose"},"content":{"rendered":"

\u201cCan you hear me, Mr. Smith?\u201d UCF medical student Monet Winslow questions as she leans over her patient, a 65-year-old man found unconscious in his home after an opioid overdose. As her teammate and classmate, Laura Herndon, sprays antidote up the man\u2019s nose, Mr. Smith\u2019s eyelids flutter open. \u201cWhere am I?\u201d he asks, a confused look on his face.<\/p>\n

But Mr. Smith isn\u2019t a real patient. He is a computerized medical mannequin<\/a> helping to train UCF medical students to deal with an emergency that\u2019s becoming all too familiar as Florida and the nation battle opioid addiction.<\/p>\n

\u201cWe see opiate overdoses on almost a weekly basis,\u201d says Adam Benzing, a UCF emergency medicine resident at Osceola Regional Medical Center who helped supervise the simulation. \u201cAnd especially with patients who are on chronic pain management, it\u2019s not uncommon for them to mix their own prescribed medications.\u201d<\/p>\n

Florida has been especially hard-hit by the opioid crisis. In 2016, the state reported 2,798 opioid-related deaths. That\u2019s 14.4 deaths per 100,000 people, exceeding the national average of 13.3, according to the National Institutes of Health.<\/p>\n

Authorities say many of those deaths happened after patients were prescribed opioids for pain and then become addicted.<\/p>\n

In response to the epidemic, the UCF College of Medicine<\/a> created an opioid curriculum that spans all four years of medical school and has been recognized nationally by the Association of American Medical Colleges for its ability to train young doctors in the dangers of prescribing opioids for chronic pain. The Feb. 15 emergency room simulation was part of that effort.<\/p>\n

\u201cIt\u2019s an epidemic, and that\u2019s one of the reasons we wanted students to get informed about how to handle something they\u2019re going to see very frequently.\u201d \u2014\u00a0Denise Kay, assistant professor at UCF’s College of Medicine<\/p><\/blockquote>\n

\u201cIt\u2019s an epidemic,\u201d says Denise Kay, an assistant professor at the College of Medicine, who oversaw the simulation. \u201cAnd that\u2019s one of the reasons we wanted students to get informed about how to handle something they\u2019re going to see very frequently.\u201d<\/p>\n

For the simulation, Mr. Smith was on Percocet \u2014 an opioid \u2014 because of chronic back pain from a car accident. Not knowing the danger and tired of feeling pain, he decided to mix his usual painkillers with an over-the-counter pain medication. Neighbors found him unresponsive in a pool of vomit and called an ambulance. Now he was in the emergency room, just having regained consciousness and was bewildered.<\/p>\n

UCF students broken into teams with each person responsible for a different aspect of the patient\u2019s care. One of those aspects was ethical. Because the patient was unresponsive in the ER, he couldn\u2019t give informed consent for treatment. When he regained consciousness, he protested that he couldn\u2019t afford to be hospitalized and wanted to leave. What should the physicians-in-training do?<\/p>\n

\u201cYou have to respect the patient and his autonomy, but at the same time, make sure that he recognizes he could die if he doesn\u2019t get the proper treatment,\u201d says Benzing. \u201cAnd that can\u00a0be a difficult thing to wrestle with.\u201d<\/p>\n

UCF medical student Josh Nims was working hard to get Mr. Smith to agree to stay in the hospital for additional treatment, but the patient initially refused. Nims realized he needed a different approach.<\/p>\n

\u201cI found myself saying, \u2018Sir, we need to do this, we need to do that,\u2019 when you know, in reality, we should say, \u2018What do you think about us doing this?\u2019 \u201d Nims says.<\/p>\n

Other students were in charge of using their mobile devices to look up medication dosages and directing the proceduralist, another student role, to administer an appropriate dose of overdose antidote.<\/p>\n

\u201cBeing an emergency physician, it\u2019s very fast-paced,\u201d says David Lebowitz, curriculum director for UCF\u2019s emergency medicine residency program at Osceola Regional. \u201cThe challenge is there\u2019s a large breadth of information that you have to know. We want the students to be able to retrieve and assess evidence-based resources at the bedside in an easy-to-use manner that they can then apply to the patient.\u201d<\/p>\n

Students say that working through the simulation was an important reminder that optimal patient care involves more than just treating the immediate illness.<\/p>\n

\u201cThe students can interact with each other, interact with the patient and then also get real-time feedback afterwards to discuss how they can do it better.” \u2014\u00a0Adam Benzing, a UCF emergency medicine resident at Osceola Regional Medical Center<\/p><\/blockquote>\n

\u201cWhen we\u2019re first learning our clinical skills, there\u2019s an emphasis on stabilizing the patient, acting in the moment,\u201d says medical student Jaclyn Marrinan. \u201cIt\u2019s important as we move forward to have that ethical and safety reminder.\u201d<\/p>\n

She notes that physicians not only need to consider the problem right in front of them, but also address, \u201cwhat will we do after he\u2019s stable to prevent this from happening again?\u201d<\/p>\n

Because the students were practicing in the Clinical Skills and Simulation Center, they could develop their skills in a \u201csafe environment\u201d before they confront real patients, Benzing says.<\/p>\n

\u201cThe students can interact with each other, interact with the patient and then also get real-time feedback afterwards to discuss how they can do it better,\u201d he says. \u201cIn that way, they\u2019ll be better prepared for their actual clinical rotations.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

In response to Florida’s epidemic, the UCF College of Medicine created an opioid curriculum, complete with simulations, that spans all four years of medical school.<\/p>\n","protected":false},"author":98,"featured_media":94986,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"lazy_load_responsive_images_disabled":false,"footnotes":"","_links_to":"","_links_to_target":"","_wp_rev_ctl_limit":""},"categories":[5,12,17],"tags":[979],"tu_author":[],"class_list":["post-94985","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-colleges","category-health","category-medicine","tag-college-of-medicine"],"yoast_head":"\nEvery Second Counts: UCF Students Learn How To Treat Opioid Overdose<\/title>\n<meta name=\"description\" content=\"In response to the national epidemic, the UCF College of Medicine created an opioid curriculum that spans all four years of medical school.\" 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