Fig. 1

Framework for implementation of addiction medicine education. Note At the heart of the training implementation was the learner-mentor-patient triad set in the organisational and structural context. We operationalized the outer setting as structural, community and organisational concerns, the inner setting as learner concerns, and the individuals involved were teachers and patients [40]. At the individual level, access to the “giant brains” of preceptors fostered learning. At the inner level, it was evident that our learners rose to the challenge of managing their time and balancing competing priorities with their learning. This inner motivation stemmed from personal values and attitudes, which, in turn, were shaped by the community of learning and practice—the final, outer level of implementation