When the federal Drug Enforcement Agency's Medication Access and Training Expansion (MATE) Act took effect in 2023, academic medical centers across the country faced the same challenge: Every DEA-registered clinician would need to complete eight hours of training on substance use disorders before their next registration renewal.

At Mayo Clinic, the response became more than a compliance effort. It became a case study in how continuing professional development can function as an effective and supportive workforce strategy.

Benjamin Lai, M.B., B.Ch., B.A.O., chair of Mayo Clinic's Opioid Stewardship Program, and Garrett Schramm, senior director of Education and Professional Development at Mayo Clinic School of Continuous Professional Development (MCSCPD), share lessons learned and what other institutions might consider.

Q: What made the MATE Act particularly challenging for a large academic medical center?

Dr. Lai: The scope and timing. The requirement applied to any clinician with prescribing authority —  physicians, residents and fellows, advanced practice professionals, even dentists. For a large, multisite organization that represents thousands of people, all working under different renewal timelines, it was both urgent and high-stakes.

We knew we needed a solution that would meet the requirement but also make sense within the realities of clinical practice.

Q: Many institutions relied on existing external modules. Why develop an internal course?

Schramm: We saw this as more than a box to check. Regulatory requirements create stress for clinicians, especially when timelines are tight. If education is going to demand their time, it should deliver real value.

Developing an internal course allowed us to align the content with the Mayo model of care and feature trusted experts from across our institution. It also allowed us to design the experience around our clinicians rather than forcing them into a one-size-fits-all approach. 

Q: What did that look like in practice?

Schramm: Within weeks, MCSCPD assembled subject matter experts from across Mayo Clinic and built an accredited, eight-hour curriculum tailored to substance use disorder screening, prevention and treatment.

But the design decisions went beyond content:

• The course was offered free to anyone with a Mayo Clinic email address.
• Clinicians received automated reminders 12 weeks before their DEA renewal deadline.
• Learners could choose from more modules than required, allowing flexibility based on their role and experience.
• The course emphasized high-quality video featuring Mayo faculty rather than relying solely on text and quizzes.
• An audiobook and podcast option included patient and family perspectives.

Together, these decisions reduced friction and helped clinicians engage with the material in a way that felt relevant and practical for their roles.

Since launching in September 2023, the Opioid Treatment Best Practices course and its companion audiobook have served nearly 5,000 learners and drawn interest from external audiences as well.

Q: What lessons did you learn about supporting clinicians under regulatory pressure?

Schramm: First, speed matters, but so does design. It's possible to move quickly without compromising quality if you have the right educational infrastructure in place.

Second, reduce administrative burden wherever possible. Automated reminders, a simple enrollment process and clear communication are not small details. They signal respect for clinicians' time.

Third, treat compliance education as an opportunity to reinforce institutional values. We approached this work with a focus on stewardship and patient-centered care. That framing resonated.

Q: How does this connect to workforce strategy?

Schramm: Education plays a significant role in retention and engagement. When clinicians feel supported rather than burdened, it changes how they experience regulatory requirements.

Continuing professional development should equip clinicians for the realities of daily work. When we design education around those realities, we strengthen the workforce and, ultimately, patient care.

Q: How can other institutions scale a similar approach?

Dr. Lai: Start with partnership. Clinical leaders understand the urgency and nuance of the requirement. Education leaders understand design, accreditation and distribution. Bringing those perspectives together early makes a difference.

Schramm: Invest in infrastructure before a crisis hits. The ability to mobilize faculty, produce high-quality content and distribute it efficiently does not happen overnight.

And listen to learners. As we prepare for the next iteration of the course, we're surveying clinicians to understand skills gaps and areas where they need more support. Regulatory requirements evolve, and so should education.

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