Supplementary Material for: Overview of quality standards for competency-based addiction training and education programs in postgraduate and continuing medical studies: A Systematic Review

Background: Medical profession plays a crucial role in preventing and treating substance use disorders. However, the quality of addiction-focused medical education, considering only postgraduate (GME) and continuing medical education (CME) programs, varies across countries. This study aimed to explore the variety of published programs and curriculum components in competency-based approach to addictology education for physicians and to highlight key areas in this field.
Methods: This study involves a systematic review of literature to identify quality standards for competency-based education in GME and CME related to addiction. We searched electronic databases, including PubMed, EBSCO, SCOPUS, and Web of Science, for relevant key terms following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) methodology. Studies included any English language text about addressing educational competency-based models and standards for education within GME or CME in the Unites States of America (US) and European Union (EU). The process included identifying, screening, and reviewing articles and studies for relevance. Our goal is to delineate existing competency-based training programs and highlight quality standards in education and training for physicians in a field of GME and CME.
Results: Result of our work led to the evaluation of curriculum topic standardization and agreement on core competencies to ensure that education in GME and CME is professionally consistent across states and universities. Our study included 55 articles describing models and standards for training programs in addiction medicine. In the final sample, articles that included specific information according to set criteria were included (n=9).
Conclusions: The description of specific educational evidence-based models and standards in GME and CME in addiction medical education is not sufficiently represented in published texts and is generally referred to general standards and models of individual institutions.

背景：医学行业在预防和治疗物质使用障碍中发挥着至关重要的作用。然而，仅针对毕业后医学教育（GME）与继续医学教育（CME）项目的成瘾相关医学教育质量，在各国之间存在显著差异。本研究旨在探究面向医师的成瘾医学教育中，基于胜任力的教学模式所涵盖的各类已发表项目与课程模块，并明确该领域的核心重点方向。

方法：本研究采用系统综述法，旨在明确与成瘾相关的GME与CME项目中基于胜任力的医学教育质量标准。研究遵循系统评价与Meta分析优先报告条目（PRISMA）规范，检索PubMed、EBSCO、SCOPUS及Web of Science等电子数据库，以相关关键词进行文献筛选。纳入标准为：以英文发表、针对美国（US）与欧盟（EU）范围内GME或CME场景下成瘾相关的基于胜任力的教育模式与质量标准的研究。文献筛选流程包括文献识别、筛选与相关性评估。本研究旨在厘清现有基于胜任力的培训项目框架，并明确GME与CME场景下医师成瘾医学教育与培训的质量标准。

结果：本研究通过评估课程主题标准化程度，并就核心胜任力达成共识，确保了GME与CME项目的医学教育在各州及各院校间保持专业一致性。本研究共纳入55篇描述成瘾医学培训项目模式与质量标准的文献，最终根据预设标准筛选出包含明确有效信息的文献9篇（n=9）。

结论：目前已发表文献中，针对成瘾医学教育领域GME与CME项目的循证式教育模式与质量标准的具体描述较为匮乏，相关内容通常仅提及各院校自行制定的通用标准与模式。