Teaching Opioid Use Disorder With an Asynchronous Residency Curriculum

An asynchronous OUD curriculum significantly improved resident knowledge and demonstrated comparable posttest performance to a control group of senior residents, suggesting noninferiority to traditional training approaches and supporting the curriculum's potential as a scalable educational model.

Authors

Julienne K. Kirk (ORCID: https://orcid.org/0000-0002-5144-7780)
D. J. Johnson (ORCID: https://orcid.org/0000-0002-2170-3181)

Institutions

Wake Forest University (US)

Publication Details

Journal: PRiMER
Published: 2025-09-12
DOI: https://doi.org/10.22454/primer.2025.758007
Primary Topic: Health Policy Implementation Science
Type: article
Field-Weighted Citation Impact: 0.00

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article

Teaching Opioid Use Disorder With an Asynchronous Residency Curriculum

Julienne K. Kirk, D. J. Johnson

Sep 12, 2025

PRiMER

Health Policy Implementation Science

article

Teaching Opioid Use Disorder With an Asynchronous Residency Curriculum

Julienne K. Kirk, D. J. Johnson

September 12, 2025article en

Abstract

PRiMERVol. 9

Wake Forest University (US)

Openalex Percentile: Top 58%

Health Policy Implementation Science

DOI Open Access PDF OpenAlex

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Teaching Opioid Use Disorder With an Asynchronous Residency Curriculum — Julienne K. Kirk, D. J. Johnson · PRiMER (2025) | TGRS Research Map | TGRS