A 23-expert Delphi process established 6 core competencies and 26 sub-competencies for medical cannabis education, published in JAMA Network Open — the first consensus framework for medical school integration.
Medical educators, curriculum developers, medical students, deans of medical schools, and accreditation bodies.
What the researchers found
Six core competencies: (1) endocannabinoid system basics, (2) cannabis plant components and effects, (3) legal/regulatory landscape, (4) evidence base for common conditions, (5) potential risks, (6) basic clinical management. Supported by 26 sub-competencies covering patient safety, vulnerable populations, and structural inequities.
Why it matters
Most clinicians feel unprepared to counsel patients about cannabis, yet patients increasingly ask. This JAMA-published consensus provides the first standardized framework for what every medical student should learn about cannabis.
The numbers in context
23 expert panelists, 14 physicians across specialties. 2 Delphi rounds, February-October 2023. Initial 9 competencies refined to 6 core + 26 sub-competencies. Required mean ≥4/5 on importance and wording.
How the study worked
Modified Delphi process with 23 experts (physicians across specialties, nurses, pharmacist, academic leaders) through 2 rounds of anonymous web-based surveys (February-October 2023), requiring mean ≥4/5 for inclusion.
What this study cannot tell us
Consensus-based — reflects expert opinion rather than evidence of educational effectiveness. Implementation challenges (faculty expertise, curriculum time) not addressed. US-focused framework may need adaptation internationally.
How to read the evidence
Rigorous Delphi methodology with diverse expert panel published in a top journal — strong consensus evidence for educational framework.
When this study was published
Published 2025 in JAMA Network Open, providing the most authoritative consensus to date on medical cannabis education standards.
The bigger picture
This consensus framework could catalyze a transformation in medical education by providing a clear, evidence-based template that any medical school can adopt, ensuring the next generation of clinicians can competently discuss cannabis with patients.
Questions still open
- Will medical schools actually implement these competencies? How should existing clinicians be updated if they missed this education?
Common questions
Do doctors learn about cannabis in medical school?
What are the 6 core competencies?
Read the original research
Developing Medical Cannabis Competencies: A Consensus Statement.
JAMA network open, 8(10), e2535049
Citation
Zolotov, Yuval; Mendoza Temple, Leslie; Isralowitz, Richard; Gorelick, David A; Abraham, Rebecca; Abrams, Donald I; Barich, Kyle; Boehnke, Kevin F; Dahmer, Stephen; Friedman, Joseph; Frye, Patricia; Haramati, Aviad; Isaac, Jade; Mathre, Mary Lynn; McNabb, Marion E; Ring, Melinda; Russo, Ethan B; Slawek, Deepika E; Temple, Brigham R; Wilson-King, Genester S; Arnsten, Julia H; Kogan, Mikhail. (2025). Developing Medical Cannabis Competencies: A Consensus Statement.. JAMA network open, 8(10), e2535049. https://doi.org/10.1001/jamanetworkopen.2025.35049