{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,30]],"date-time":"2026-06-30T18:02:44Z","timestamp":1782842564213,"version":"3.54.5"},"reference-count":22,"publisher":"JMIR Publications Inc.","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JMIR Med Educ"],"abstract":"Abstract<\/jats:title>\n \n Background<\/jats:title>\n Critical evaluation of naloxone coprescription academic detailing programs has been positive, but little research has focused on how participant thinking changes during academic detailing.<\/jats:p>\n <\/jats:sec>\n \n Objective<\/jats:title>\n The dual purposes of this study were to (1) present a metacognitive evaluation of a naloxone coprescription academic detailing intervention and (2) describe the application of a metacognitive evaluation for future medical education interventions.<\/jats:p>\n <\/jats:sec>\n \n Methods<\/jats:title>\n Data were obtained from a pre-post knowledge assessment of a web-based, self-paced intervention designed to increase knowledge of clinical and organizational best practices for the coprescription of naloxone. To assess metacognition, items were designed with confidence-weighted true-false scoring. Multiple metacognitive scores were calculated: 3 content knowledge scores and 5 confidence-weighted true-false scores. Statistical analysis examined whether there were significant differences in scores before and after intervention. Analysis of overall content knowledge showed significant improvement at posttest.<\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n \n There was a significant positive increase in absolute accuracy of participant confidence judgments, confidence in correct probability, and confidence in incorrect probability (all\n P<\/jats:italic>\n values were <.05). Overall, results suggest an improvement in content knowledge scores after intervention and, metacognitively, suggest that individuals were more confident in their answer choices, regardless of correctness.\n <\/jats:p>\n <\/jats:sec>\n \n Conclusions<\/jats:title>\n Implications include the potential application of metacognitive evaluations to assess nuances in learner performance during academic detailing interventions and as a feedback mechanism to reinforce learning and guide curricular design.<\/jats:p>\n <\/jats:sec>","DOI":"10.2196\/54280","type":"journal-article","created":{"date-parts":[[2024,10,28]],"date-time":"2024-10-28T17:01:33Z","timestamp":1730134893000},"page":"e54280-e54280","source":"Crossref","is-referenced-by-count":0,"title":["Naloxone Coprescribing and the Prevention of Opioid Overdoses: Quasi-Experimental Metacognitive Assessment of a Novel Education Initiative"],"prefix":"10.2196","volume":"10","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6783-9762","authenticated-orcid":false,"given":"Michael","family":"Enich","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4030-8715","authenticated-orcid":false,"given":"Cory","family":"Morton","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0007-8913-058X","authenticated-orcid":false,"given":"Richard","family":"Jermyn","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1010","published-online":{"date-parts":[[2024,10,28]]},"reference":[{"key":"R1","unstructured":"Drug overdose. 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