The study was designed as a quasi-experimental pretest-posttest comparison involving 149 fifth-year medical students drawn from two medical faculties in Ankara. Fifth-year students were a deliberate choice, because by that stage of training they have accumulated substantial classroom knowledge of psychiatry and addiction yet have often not worked closely with patients in structured addiction treatment settings. The researchers split the cohort into two groups. The intervention group received standard theoretical addiction education plus a one-month experiential contact component based at an addiction treatment and rehabilitation center, where students encountered patients directly and heard their real-life stories of illness, relapse, and recovery. The comparison group received the same standardized theoretical addiction education alone, covering the clinical science of alcohol and substance use disorders but without the structured patient contact element. By holding the theoretical curriculum constant, the investigators could isolate the added effect of direct human contact.

Measurement was carried out with four validated instruments administered before and after the training period. The Perceived Stigma of Addiction Scale captured how strongly students believed that society devalues people with addiction. The Perceived Dangerousness Scale quantified beliefs that individuals with substance use disorders pose a threat to others. The Fear Scale measured the emotional component, the gut-level apprehension that often drives avoidance. Finally, the Social Distance Scale assessed behavioral intention: how willing students would be to interact with a person with an addiction as a neighbor, a colleague, or a member of the same social circle. Together, these scales map the classic three-layer architecture of stigma, spanning cognition, emotion, and behavior, which is precisely the framework the authors used to interpret their findings.

The statistical analysis was designed to be rigorous despite the quasi-experimental design. Within-group changes were tested with Wilcoxon signed-rank tests, a non-parametric method appropriate for pre-post comparisons where score distributions may not be normal. Between-group differences in change scores were examined with a multivariate analysis of covariance, adjusted for gender, and strengthened with 5,000 bootstrap resamples to ensure the estimates were stable. Effect sizes were reported as partial eta squared, which expresses the proportion of variance in the outcome explained by group membership. The methodological machinery matters here because attitude changes are notoriously hard to demonstrate; small shifts in self-reported beliefs can vanish under stricter statistics, so the fact that this study survived its own scrutiny is itself noteworthy.

The results were strikingly one-sided. In the experiential contact group, scores for perceived stigma, perceived dangerousness, fear, and social distance decreased significantly across all assessed domains, with p-values below 0.001. In the theoretical education comparison group, by contrast, a significant decrease was observed in only one outcome: social distance toward marijuana, where p equaled 0.004. In other words, lectures alone produced essentially a single modest attitudinal improvement, while the group that had met patients improved across the entire spectrum of stigma measures. Between-group analyses favored the experiential contact group on every change score, with partial eta squared values ranging from 0.077 to 0.187. In social science terms, that range spans medium to large effects, meaning that the contact intervention accounted for a substantial share of the variability in how much students’ attitudes changed.

Why would direct patient contact succeed where formal instruction fails? The authors point to the multi-level nature of the change they observed. Theoretical education transmits facts, but facts about addiction are often filtered through stereotypes that have formed over years, in the media, in communities, and sometimes within families. Knowledge alone, as the research literature has long suggested, is insufficient to alter stigmatizing attitudes. Experiential learning operates differently. When a student sits with a person who has an opioid use disorder and hears how the disorder developed, what treatment involved, and what recovery looks like, the abstract category dissolves into a specific human being. Cognitive beliefs about dangerousness are contradicted by the calm, cooperative reality in front of the student. Emotional fear is extinguished through repeated safe exposure. Behavioral distance shrinks as the student practices conversation, history-taking, and empathy in a supervised setting.

The study is also notable for its context. Although contact-based interventions have been studied in Western medical education, the authors describe this comparative model as the first of its kind conducted in the Turkish context, where cultural and religious framings of addiction can intensify stigma and where addiction treatment centers are increasingly integrated into medical training. Demonstrating that the contact hypothesis, the social-psychological principle that interpersonal contact under appropriate conditions reduces prejudice, extends to addiction stigma among Turkish medical students gives the finding broad international relevance. It suggests the mechanism is not an artifact of any single education system but a robust feature of how humans revise attitudes toward stigmatized groups.

The practical implications are considerable. Medical curricula worldwide are crowded, and advocates of new content often struggle for hours within existing programs. This study suggests that if the goal is to change attitudes, an investment in structured experiential contact within an addiction treatment center delivers returns that additional lecture hours cannot match. The timing also matters: fifth-year students are on the cusp of clinical practice, and attitudes formed before graduation tend to persist into professional life. Embedding contact-based modules in addiction treatment and rehabilitation settings could improve not only how future physicians feel about these patients but also how they communicate, how they screen for substance use disorders, and whether they embrace evidence-based approaches such as screening, brief intervention, and referral to treatment.

Certain limitations are inherent to the design. As a quasi-experimental study rather than a randomized trial, students were not randomly allocated, leaving open the possibility of baseline differences between groups, though the gender-adjusted analysis mitigates some of this concern. The outcomes were measured immediately after the intervention, so the durability of the attitude changes over months and years remains to be tested. Self-reported scales can also be influenced by social desirability, particularly when students know the study is about stigma. Still, the magnitude and consistency of the between-group effects make it unlikely that the pattern is entirely artifactual, and the convergence across four distinct outcome dimensions strengthens the interpretation.

What emerges from this research is a deceptively simple message with far-reaching consequences for medical education. People with alcohol and substance use disorders already face longer delays to treatment, worse health outcomes, and deeper social isolation than most patient groups, and the attitudes of their future physicians can either deepen or soften that burden. This Ankara study shows that a month of genuine human contact, layered on top of solid theoretical teaching, moves medical students’ beliefs, fears, and social intentions in ways that classroom instruction alone demonstrably does not. If the finding generalizes, the prescription for stigma in addiction medicine may be less about adding content to the syllabus and more about opening the doors of treatment centers to the students who will one day care for the people inside them.

Subject of Research: Reducing stigma toward alcohol and substance use disorders among medical students through experiential contact versus theoretical education

Article Title: Comparison of experiential contact and theoretical education in reducing stigma toward alcohol and substance use disorders among medical students: an intervention-based study

Article References: Demi̇rci̇, S. C., Aksu, M. H., Menkü, B. E., Aksoy, N., & Arikan, Z. (2026). Comparison of experiential contact and theoretical education in reducing stigma toward alcohol and substance use disorders among medical students: an intervention-based study. BMC Medical Education. https://doi.org/10.1186/s12909-026-10635-7

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10635-7

Keywords: stigma, addiction, medical education, experiential learning, alcohol and substance use disorders, social distance, perceived dangerousness, medical students, intervention study, Türkiye, psychiatry, attitude change