Daniel P. Alford
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Previous Organizations / Institutes
The organizations / institutes from the scholar's other articles in the past ten years
Daniel P. Alford has a total of 15 co-authors. Here are the top co-authors by number of shared publications:
Angela H. Jackson
Daniel P. Alford, MD, MPH, is Associate Professor of Medicine and Assistant Dean of Continuing Medical Education, Boston University School of Medicine and Boston Medical Center; Brittany L. Carney, MS, is Program Manager, Boston Medical Center; Belle Brett, EDD, is Principal Consultant, Brett Consulting Group; Sharon J. Parish, MD, is Professor of Medicine, Clinical Psychiatry and Clinical Medici
1 shared publicationBelle Brett
Daniel P. Alford, MD, MPH, is Associate Professor of Medicine and Assistant Dean of Continuing Medical Education, Boston University School of Medicine and Boston Medical Center; Brittany L. Carney, MS, is Program Manager, Boston Medical Center; Belle Brett, EDD, is Principal Consultant, Brett Consulting Group; Sharon J. Parish, MD, is Professor of Medicine, Clinical Psychiatry and Clinical Medici
1 shared publicationBrittany L. Carney
Daniel P. Alford, MD, MPH, is Associate Professor of Medicine and Assistant Dean of Continuing Medical Education, Boston University School of Medicine and Boston Medical Center; Brittany L. Carney, MS, is Program Manager, Boston Medical Center; Belle Brett, EDD, is Principal Consultant, Brett Consulting Group; Sharon J. Parish, MD, is Professor of Medicine, Clinical Psychiatry and Clinical Medici
1 shared publicationCarole A. Hohl
Boston Health Care for the Homeless Program
1 shared publication- Catherine E. Dubé
Department of Community Health, Brown University, Providence, RI, USA
1 shared publication Colleen T. LaBelle
Boston Medical Center
1 shared publication
Latest Publications
- 1 July 2016
- Published by Journal of Graduate Medical Education in Journal of Graduate Medical Education
- Vol. 8 (3) , 390-397
Improving Residents' Safe Opioid Prescribing for Chronic Pain Using an Objective Structured Clinical Examination
Internal medicine residents care for a sizable number of patients with chronic pain. Programs need educational strategies to promote safe opioid prescribing.Background To describe a safe opioid prescribing education program utilizing an objective structured clinical examination (OSCE) and report the resulting impact on residents' knowledge, confidence, and self-reported practices.Objective Using a quasi-experimental design, 39 internal medicine residents from an urban academic medical center were assigned to 1 of 4 groups: 1-hour lecture only, lecture followed by immediate OSCE, lecture followed by 4-month delayed OSCE, and control. Safe opioid prescribing knowledge, confidence, and self-reported practices were assessed at baseline and at 8 months.Methods At 8 months, knowledge, confidence, and self-reported practices improved in the control and in all 3 intervention groups. The immediate OSCE group had the greatest improvements in combined confidence scores within group (0.74, P = .01) compared to controls (0.52, P = .05), using a 5-point scale. This group also had the greatest improvement in self-reported practice changes (1.04, P = .04), while other groups showed nonsignificant improvements—delayed OSCE (0.43, P = .44), lecture only (0.66, P = .24), and control (0.43, P = .19).Results Safe opioid prescribing education that includes a lecture immediately followed by an OSCE had an impact on residents' confidence and self-reported practices greater than those for delayed OSCE or lecture only groups. There was no difference in knowledge improvement among the groups. Lecture followed by an OSCE was highly regarded by residents, but required additional resources.Conclusions
- 1 July 2016
- Published by Journal of Graduate Medical Education in Journal of Graduate Medical Education
- Vol. 8 (3) , 390-397
Improving Residents' Safe Opioid Prescribing for Chronic Pain Using an Objective Structured Clinical Examination
Internal medicine residents care for a sizable number of patients with chronic pain. Programs need educational strategies to promote safe opioid prescribing.Background To describe a safe opioid prescribing education program utilizing an objective structured clinical examination (OSCE) and report the resulting impact on residents' knowledge, confidence, and self-reported practices.Objective Using a quasi-experimental design, 39 internal medicine residents from an urban academic medical center were assigned to 1 of 4 groups: 1-hour lecture only, lecture followed by immediate OSCE, lecture followed by 4-month delayed OSCE, and control. Safe opioid prescribing knowledge, confidence, and self-reported practices were assessed at baseline and at 8 months.Methods At 8 months, knowledge, confidence, and self-reported practices improved in the control and in all 3 intervention groups. The immediate OSCE group had the greatest improvements in combined confidence scores within group (0.74, P = .01) compared to controls (0.52, P = .05), using a 5-point scale. This group also had the greatest improvement in self-reported practice changes (1.04, P = .04), while other groups showed nonsignificant improvements—delayed OSCE (0.43, P = .44), lecture only (0.66, P = .24), and control (0.43, P = .19).Results Safe opioid prescribing education that includes a lecture immediately followed by an OSCE had an impact on residents' confidence and self-reported practices greater than those for delayed OSCE or lecture only groups. There was no difference in knowledge improvement among the groups. Lecture followed by an OSCE was highly regarded by residents, but required additional resources.Conclusions
- Open Access
- 6 March 2008
- Published by Springer Nature in BMC Medical Education
- Vol. 8 (1) , 11
A web-based Alcohol Clinical Training (ACT) curriculum: Is in-person faculty development necessary to affect teaching?
Physicians receive little education about unhealthy alcohol use and as a result patients often do not receive efficacious interventions. The objective of this study is to evaluate whether a free web-based alcohol curriculum would be used by physician educators and whether in-person faculty development would increase its use, confidence in teaching and teaching itself.
- 6 March 2008
- Published by Springer Nature in BMC Medical Education
- Vol. 8 (1) , 11
Open AccessA web-based Alcohol Clinical Training (ACT) curriculum: Is in-person faculty development necessary to affect teaching?
Physicians receive little education about unhealthy alcohol use and as a result patients often do not receive efficacious interventions. The objective of this study is to evaluate whether a free web-based alcohol curriculum would be used by physician educators and whether in-person faculty development would increase its use, confidence in teaching and teaching itself.
- Open Access
- 17 January 2007
- Published by Springer Nature in Journal of General Internal Medicine
- Vol. 22 (2) , 171-176
Treating Homeless Opioid Dependent Patients with Buprenorphine in an Office-Based Setting
Although office-based opioid treatment with buprenorphine (OBOT-B) has been successfully implemented in primary care settings in the US, its use has not been reported in homeless patients.
- 17 January 2007
- Published by Springer Nature in Journal of General Internal Medicine
- Vol. 22 (2) , 171-176
Open AccessTreating Homeless Opioid Dependent Patients with Buprenorphine in an Office-Based Setting
Although office-based opioid treatment with buprenorphine (OBOT-B) has been successfully implemented in primary care settings in the US, its use has not been reported in homeless patients.