Abstract
<title>Abstract</title> <p>Background Individuals with substance use disorders (SUDs) are demonstrably confronted with stigmatization in various areas of life, including the health care system. As a result, this patient group is at risk of receiving less effective medical care. Educational interventions targeting healthcare professionals have been shown to positively influence stigmatizing attitudes and behaviours, yet such programs are not systematically integrated into the medical curricula in German-speaking countries. Methods A mixed-methods pre-post study with a control group was conducted among second- to fourth-year medical students at the University of Zurich in spring 2025. The intervention group (n = 13) attended a seven-session elective course on addiction medicine, covering medical, ethical, and social aspects of substance-related disorders, including direct patient interactions. The control group (n = 19) participated in a general practitioner medicine elective course. Students completed a 42-item web-based survey assessing sociodemographics, SUD-related experiences, and attitudes toward individuals with SUDs across four domains: social distance, structural discrimination, guilt, and dangerousness. Quantitative analyses compared pre- and post-intervention responses within and between groups. Qualitative data from open-ended survey responses and a final discussion were analysed thematically. Results Quantitative analyses revealed no statistically significant changes in attitudes post-intervention, with baseline attitudes generally balanced and minimally stigmatizing, suggesting a ceiling effect. Minor trends were observed toward greater willingness to treat individuals with SUDs and reduced perceived dangerousness. Qualitative findings identified five overarching themes: knowledge gain on addiction and treatment, broadened understanding of addiction, ethical awareness and destigmatization, scientific reflection, and personal and professional development. Students highlighted direct patient contact and interactive discussions as critical for fostering empathy and reflection. Conclusions Despite the lack of a statistically significant effect, descriptive data and student evaluations suggest that the elective course effectively supported core learning objectives. Integrating structured education on addiction medicine into medical curricula may support empathetic, patient-centred care and help address stigma toward individuals with SUDs in clinical practice. Trial registration: Not applicable.</p>