BACKGROUND: There has been a growing need to improve the knowledge and skills of addiction practitioners worldwide. The development of the Universal Prevention Curriculum (UPC) is one effort to address these needs. This paper is the first to report findings from the implementation of the Core: Introduction to the Universal Prevention Curriculum. AIMS: The aims of this study were to (1) consider the feasibility of implementing UPC in Nigeria; (2) determine whether the programme was delivered as designed; (3) determine whether training objectives were met; (4) highlight connections between the CoP model and essential components of the implementation process; (5) assess trainer proficiency. METHODS: Instruments included a pre-post knowledge assessment developed by UPC national trainers and a post-training survey adapted from the UPC manual that included several open-ended questions and a trainer proficiency survey. PARTICIPANTS: From March 2019 to March 2020, 202 drug demand reduction practitioners participated in the six-day training conducted in ten cohorts. Participants represented a wide range of disciplinary and professional backgrounds. RESULTS: 194 (96%) of the participants completed both the pre- and post-test survey. The difference in the mean scores demonstrate objective gains in foundational knowledge, statistically significant (p < .001) and the effect size was large (2.038). All participants agreed that the curriculum was implemented as designed, objectives were met, and that the course is relevant to their practice with an average rating of between 4.6 and 4.7 on a maximum scale of 5. All facilitators ranked “proficient” (> 76%). CONCLUSION: The practitioners in this study work in varied professional environments and come from diverse ethnic groups with very different languages and traditions. That they all agreed upon the relevance of the training demonstrates the feasibility of implementing a standardized curriculum on substance use prevention in Nigeria.

Východiska. Evaluace zkušeností absolventů vysokých škol se vstupem na trh práce poskytuje klíčovou zpětnou vazbu poskytovatelům studijních programů, uchazečům a decision makerům. Téma nabývá na významu také vznikem prvních mezinárodních kurikul (UPC/UTC) a odborných platforem. Profese adiktologa je mladá a hledá postavení v systému služeb pro uživatele návykových látek, proto máme omezené údaje o úspěšnosti uplatnění absolventů studia adiktologie na trhu práce. Cíle. Zjistit míru a charakteristiky uplatnění profese adiktologa na trhu práce, zda absolventi studijních programů adiktologie pracují v oboru, za jakých podmínek, a pokud ne, z jakých důvodů. Metodika. Populaci tvořili absolventi studia adiktologie z let 2005–2016. Data byla sbírána formou online dotazníku, s návratností 59 %, a zpracována pomocí MS Excel a IBM SPSS 22. Výsledky. V oboru adiktologie pracuje 58 % respondentů, nejčastěji v nízkoprahových a ambulantních službách. Celkem 62 % z nich pracovalo již během studia, 53 % pracuje v Praze, 2/3 na plný úvazek. Třetina má ještě další zaměstnání, 1/2 pracuje na pozici adiktolog, častěji muži. Ti jsou v oboru zaměstnáni statisticky významně častěji. Celkem 69 osob nepracuje v oboru, 39 tuto práci nikdy nehledalo. Mezi důvody patří nízký plat, jiná nabídka či nedostatek pracovních příležitostí. Pracující v oboru hodnotí pozitivněji kvalitu studia i poptávku po profesi adiktologa, taktéž jsou častěji členy České asociace adiktologů. Závěr. Výsledky studie jsou zásadní, budou využity k úpravě podoby studia více směrem k požadavkům praxe a také pro proces implementace kurikulí UPC a UTC v rámci internacionalizace oboru adiktologie.

Background. Research on the graduates' employability provides key feedback for universities, students, and decision-makers. The topic is important as the first international curricula (UPC/UTC) and professional platforms are being developed. Aims. To identify the rate and characteristics of the employability of addictologists on the labour market, whether they work in the field and under what conditions, and, if not, what prevents them from doing so. Methods. The study population comprised the graduates of the study programme Addictology from 2005 to 2016. Data was collected using an online questionnaire, with a 59% response rate, and analysed using MS Excel and IBM SPSS 22. Results. 58% of the respondents work in the field of addictology, mostly in low-threshold and outpatient services. 62% of them had already worked during their studies. 53% work in Prague, two-thirds of them on a full-time basis. One-third has other employment and half of them work as addictologists. Men are more likely to work in the field. 69 persons do not work in addictology, with 39 never having looked for such a job. The reasons for the latter included low salaries, the offer of a different job, and a lack of work opportunities. Those working in addictology tended to rate both the quality of the study programme and the demand for the profession in more positive terms and they are also significantly more likely to be members of the Czech Association of Addictologists. CONCLUSION. The results are of great value and will be used for adjusting the study programmes to meet the requirements of practice and for the process involving the implementation of the UPC and UTC curricula.

OBJECTIVE: Comprehensive bachelor's, master's, and doctorate-level curricula of Addiction Studies (Addictology) were developed and implemented at Charles University (First Faculty of Medicine) between 2003 and 2012. This Prague model combines three evidence-based approaches to addressing substance use - prevention, treatment, and public health - into a balanced professionalised discipline. Graduates from this programme are licensed by the State Authority as addictology, a regulated profession in the Czech Republic. Professionals with these degrees are recognised as healthcare professionals, can perform directly in the field and can be contracted by health insurance companies. In 2016, it was decided to integrate the Universal Prevention Curriculum (UPC) into these programmes of study. The UPC was developed by a group of prevention researchers from the United States. This article describes the technical steps involved when adapting the UPC into an established university degree programme. We describe the requirements needed for successful implementation and reaccreditation. Finally, we examine both barriers and enhancers of the adoption of UPC as a university programme. METHODS: A qualitative process evaluation study was conducted on the activities carried out in 2017-2018, demarcated by a successful university accreditation of the new curricula combining the original Prague model and the UPC curriculum. Field records, observation methods, official documents, curricular documents, syllabuses, content analysis, and thematic analysis were used for this process. RESULTS: We identified three clusters of issues and challenges during the adaptation and implementation process: technical (developing a new credit scheme, adopting new terminology using local and culture-specific examples, and cancelling, establishing, and/or fusing particular courses, identifying some critical issues for any practical implementation of the UPC); teaching staff-related (team work, involving motivated and qualified staff for moving from a national to an international perspective); and content and contextual (the conflict between different theoretical perspectives such as public health vs. mental health and drug use prevention vs. risk behaviour prevention). CONCLUSION: The adaptation of the UPC had a significant impact on study profiles and competencies. Such an implementation necessarily requires a team of staff members with sufficient capacities to be able to coordinate the process, facilitating each step and supervising it. The current adaptation of the UPC involved specific merging procedures to fit in with existing courses and emphasising an international perspective. This process opened a national discussion about the implementation of the UPC in the system of life-long education programmes and training. Beginning in September 2019, when the first group of students will attend this new model of Addictology studies, we will continue our evaluation of the implementation process and the factors that played a role in either hindering or supporting the implementation. The findings from this evaluation will be used to make adjustments to the curriculum.

• MeSH
• Addiction Medicine education   MeSH
• Program Evaluation MeSH
• Curriculum * MeSH
• Qualitative Research MeSH
• Humans MeSH
• Education, Medical, Undergraduate organization & administration   MeSH
• Education, Medical, Graduate organization & administration   MeSH
• Check Tag
• Humans MeSH
• Publication type
• Journal Article MeSH
• Geographicals
• Czech Republic MeSH

BACKGROUND: The training curriculum has been developed by a European project (UPC-Adapt) co-funded by the European Commission. Eleven partners adapted the Universal Prevention Curriculum to suit the European context. AIMS: The aims of the implementation study were to adapt the EUPC into a standardised university course delivered by distance learning by Universidade Aberta (UAb) and develop a process evaluation study focused on this adaptation process. METHODS: The methodology was inspired by the WHO guidelines for the evaluation of prevention and treatment programmes and combined with qualitative research strategies and methods (observation and qualitative content analysis). PARTICIPANTS: It features distance learning, without geographical borders or physical barriers, which is particularly important for prevention professionals working in the far-flung Portuguese-speaking environment. RESULTS: Enrolment has been difficult, probably for three reasons: i) people tend to believe that they know everything about prevention, ii) the prevention of substance use might be too narrow a field, and iii) there is no perceived need for a specific qualification in order to do prevention work in Portugal. CONCLUSIONS: EMCDDA staff with proficiency in Portuguese had access to the training course and followed the development of the e-activities and the interaction within the virtual community as part of the evaluation protocol. The course represents the first real e-learning-based university adaptation running in a standard regime in Europe, and UAb (Portugal) has joined Charles University (Prague) in making effective use of programmes and materials based on the original UPC curricula in the university context.

BACKGROUND: By disseminating the Universal Prevention Curriculums (UPC), the Colombo Plan (CP) seeks to narrow the gap between scientific knowledge on effective prevention of substance use and its application in the field. In 2020 CP adapted these training methods for online delivery. AIMS: This implementation study aimed to adapt the UPC Coordinator Series Walkthrough to an online and distance learning medium and develop a process evaluation study focused on course implementation. METHODS: A flipped classroom method combined 32 online sessions with offline tasks. Using various online applications, the study team adapted key aspects of face-to-face to an online/distance learning environment. Special attention was paid to providing sufficient technical support and scaffolding strategies to allow tech-savvy participants to engage in the training. Participants completed knowledge pre-post-tests and course assessment surveys. Session-by-session engagement was monitored, and suggestions were collected to monitor quality and improve the training approach. PARTICIPANTS: Twenty-seven academics, government officials, and NGO representatives participated in the pilot test. RESULTS: Compared to other online and face-to- face training participants, the pilot group achieved higher than expected completion rates and knowledge acquisition scores. Also, a high level of satisfaction and engagement was observed, especially regarding the peer-supported learning strategies. CONCLUSIONS: Although online training may not duplicate the face- to-face experience, interactive strategies supported by different low- cost or free applications successfully mimicked key aspects of the in-person experience. Even though the pilot group was highly skilled in using information technology, participants required constant technical support. From the training effectiveness perspective, careful consideration should be given to characteristics of participants that will be trained using online strategies, particularly if low information technology literacy may be an issue

• MeSH
• Delivery of Health Care MeSH
• Primary Health Care MeSH
• Health Care Reform MeSH
• Health Services Needs and Demand MeSH
• Publication type
• Review MeSH
• News MeSH
• Geographicals
• Colombia MeSH

• Conspectus
• Veřejné zdraví a hygiena
• NML Fields
• veřejné zdravotnictví
• NML Publication type
• studie

Research on the employability of university graduates provides key feedback for universities, applicants, students, and decision makers. The topic is even more important at a time when the first international curricula (UPC/UTC) and professional platforms are being developed. The profession of an addiction specialist in the Czech Republic is a young one and it is still seeking to establish its position within the system of services for people with substance use disorders. Therefore, there is only limited data on addictologists’ success in finding a job. AIMS: To identify the rate and characteristics of the employability of addictologists on the labour market, whether addictology graduates work in the field and under what conditions, and, if not, what prevents them from doing so. METHODS: The study population comprised the graduates of the academic programmes in addictology from 2005 to 2016. Data was collected using an online questionnaire survey, with a 59% response rate, and analysed using MS Excel and IBM SPSS 22. RESULTS: 58% of the respondents work in the field of addictology, mostly in low-threshold and outpatient services. 62% of them had already worked during their studies. 53% work in Prague, two-thirds of them on a full-time basis. One-third has another employment too. One half keeps the position of addictologists, more men than women. With statistical significance, men are more likely to work in the field. 69 persons do not work in the field of addictology, with 39 never having looked for such a job. The reasons for working in other fields included low salaries, the offer of a different job, and a lack of work opportunities. Those working in addictology tended to rate both the quality of the study programme and the demand for the profession in more positive terms and they are also significantly more likely to be members of the Czech Association of Addictologists. CONCLUSION: The results are of great value and will be used for adjusting the study programmes to meet the requirements of practice and for the internationalization process involving the implementation of the UPC and UTC curricula.

• MeSH
• Addiction Medicine * statistics & numerical data   education   MeSH
• Adult MeSH
• Humans MeSH
• Salaries and Fringe Benefits statistics & numerical data   trends   MeSH
• Surveys and Questionnaires MeSH
• Students, Health Occupations statistics & numerical data   MeSH
• Education, Medical, Graduate statistics & numerical data   MeSH
• Occupations statistics & numerical data   trends   MeSH
• Employment * statistics & numerical data   trends   MeSH
• Health Workforce statistics & numerical data   trends   MeSH
• Self Report MeSH
• Check Tag
• Adult MeSH
• Humans MeSH
• Publication type
• Research Support, Non-U.S. Gov't MeSH
• Geographicals
• Czech Republic MeSH

The chromatographic behaviour of eleven synthetic cathinones and four phenylethylamines under supercritical/subcritical fluid conditions was investigated. Four stationary phases with sub-2μm particles (Waters Acquity UPC(2) BEH silica, BEH 2-ethylpyridine, CSH Fluoro-Phenyl, and HSS C18SB) were evaluated in terms of isomer resolution, chromatographic peak shape, and analysis time. Methanol, water, formic acid, ammonium hydroxide, ammonium acetate, and ammonium formate were mixed with carbon dioxide to test their influence on analyte retention and peak shapes. Methanol and ammonium cations were essential for successful separations. Efficient separations of four isomeric pairs (R>1), and most of the remaining analytes, were achieved in less than 3.3min on BEH and Fluoro-Phenyl columns with gradient of methanolic ammonium hydroxide in CO2. Drugs were detected by positive electrospray ionization-triple quadrupole mass spectrometry in selected reaction monitoring mode. Added detection specificity and faster separation of isomers on the BEH column using a steep gradient and high flow rate reduced analysis time of the mixture of 15 drugs to 1.6min.

• MeSH
• Alkaloids analysis   MeSH
• Chemistry Techniques, Analytical methods   MeSH
• Phenethylamines analysis   MeSH
• Methanol chemistry   MeSH
• Chromatography, Supercritical Fluid * MeSH
• Publication type
• Journal Article MeSH
• Research Support, Non-U.S. Gov't MeSH

BACKGROUND: This article describes the need to develop a workforce to address the public health burden of drug use in Nigeria. Central to workforce development is the development and implementation of a substance use curriculum. AIMS: The authors present a review of the proposed curriculum for a multi-professional course in addiction currently being developed in four Nigerian universities. It also highlights the opportunities, partnerships formed, and lessons learned in the review process. METHODS: This case study is based on the results of research that included a desk review of multi-professional addiction studies course development in the education system. In addition, the study team reviewed the Universal Treatment Curriculum (UTC) and Universal Prevention Curriculum (UPC). In-depth interviews and focus group discussions were conducted with Nigerian stakeholders in the addiction treatment field. PARTICIPANTS: Key stakeholders in the addictology field in Nigeria. RESULTS: This joint exercise raised awareness about the need to contextualize Western inputs into local realities and establish a theory-driven process for identifying barriers and opportunities that might arise in developing a Nigerian addiction studies curriculum. The study also provided an overview of the relationships and collaborative work amongst partnering institutions. CONCLUSIONS: Through this activity, the study team proposes a blueprint curriculum for addiction studies in the Nigerian higher education system. The proposed curriculum was developed through evidence-based interdisciplinary efforts that involved the International Consortium of Universities in Drug Demand Reduction in accordance with the Bologna Declaration.

BACKGROUND: The EUPC training series has been pilot-implemented in nine European countries under the UPC-Adapt Project. The pilot implementation of the curriculum in Spain has raised two questions: (1) what the training prevention needs are, according to the Spanish prevention agents; and (2) how the training prevention needs can be addressed via evidence-based practice. AIM: With the aim of analysing the interest and viability of the implementation of a prevention curriculum in the training of prevention professionals, a study was conducted with a twofold objective: 1 to explore how the prevention training has been developed in Spain and 2 to know which training needs prevention practitioners have. METHOD AND SAMPLE: The study was carried out through discussion groups and interviews with prevention professionals, policymakers, researchers, and students. The study involved 36 participants (61% of them women), distributed in three focus groups and seven interviews. RESULTS: The analysis of the information provided by drug prevention organisations, academics, and students reveals common agreement upon the lack of recognition of prevention agents and the need for definition of their skills. In relation to training, they shared the idea that a broader perspective should be incorporated, a perspective that considers the role of consumption embedded in youth cultural values and specific social settings (such as nightlife). With regard to evidence-based practice, the participants highlighted that this is not still mainstream. CONCLUSIONS: Taking into account the backgrounds of drug prevention professionals and stakeholders, the current research acknowledges the need to forge a common curriculum on drug prevention. Therefore, the EUPC may fit in with this need in Spain.