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Reezigt R, Beetsma A, Köke A, Hobbelen H, Reneman M. Toward consensus on pain-related content in the pre-registration, undergraduate physical therapy curriculum: a Delphi-study. Physiother Theory Pract 2024; 40:1040-1053. [PMID: 36412979 DOI: 10.1080/09593985.2022.2144562] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 10/29/2022] [Accepted: 10/30/2022] [Indexed: 11/23/2022]
Abstract
BACKGROUND Access to pain education for healthcare professionals is an International Association for the Study of Pain's key recommendation to improve pain care. The content of preregistration and undergraduate physical therapy pain curricula, however, is highly variable. OBJECTIVE This study aimed to develop a list, by consensus, of essential pain-related topics for the undergraduate physical therapy curriculum. METHODS A modified Delphi study was conducted in four rounds, including a Delphi Panel (N = 22) consisting of in pain experienced lecturers of preregistration undergraduate physical therapy of Universities of Applied Sciences in the Netherlands, and five Validation Panels. Round 1: topics were provided by the Delphi Panel, postgraduate pain educators, and a literature search. Rounds 2-4: the Delphi Panel rated the topics and commented. All topics were analyzed in terms of importance and degree of consensus. Validation Panels rated the outcome of Round 2. RESULTS The Delphi Panel rated 257, 146, and 90 topics in Rounds 2, 3, and 4, respectively. This resulted in 71 topics judged as "not important," 97 as "important," and 89 as "highly important." In total, 63 topics were rated as "highly important" by the Delphi Panel and Validation Panels. CONCLUSION A list was developed and can serve as a foundation for the development of comprehensive physical therapy pain curricula.
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Affiliation(s)
- Roland Reezigt
- Department of Physiotherapy, Hanze University of Applied Sciences, Groningen, Netherlands
| | - Anneke Beetsma
- Department of Physiotherapy, Hanze University of Applied Sciences, Groningen, Netherlands
- Department of Rehabilitation Medicine, Center for Rehabilitation, University Medical Center Groningen, University of Groningen, Groningen, Netherlands
- Research group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences, Groningen, Netherlands
- FAITH Research, Groningen, Netherlands
| | - Albere Köke
- Department of Rehabilitation Medicine, Faculty of Health, Life Sciences and Medicine, Care and Public Health Research Institute (Caphri),Maastricht University, Maastricht, Netherlands
- Centre of Expertise in Pain and Rehabilitation, Hoensbroek, Netherlands
- Department of Physiotherapy, Zuyd University of Applied Sciences, Heerlen, Netherlands
- Pain in Motion International Research Group, Brussel, Belgium
| | - Hans Hobbelen
- Research group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences, Groningen, Netherlands
- FAITH Research, Groningen, Netherlands
- Department of General Practice and Elderly Care Medicine, University of Groningen, University Medical Center Groningen, Groningen, Netherlands
| | - Michiel Reneman
- Department of Rehabilitation Medicine, Center for Rehabilitation, University Medical Center Groningen, University of Groningen, Groningen, Netherlands
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Yıldızeli Topçu S, Gök F. Pain Management Knowledge and Attitudes for Surgical Nursing Students. Pain Manag Nurs 2023:S1524-9042(23)00075-9. [PMID: 37045691 DOI: 10.1016/j.pmn.2023.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Revised: 03/13/2023] [Accepted: 03/14/2023] [Indexed: 04/14/2023]
Abstract
BACKGROUND Pain is considered as one of the most common factors that cause people to seek medical care. An important responsibility of health professionals is to manage pain, and nurses play a crucial role in it. Therefore, nursing students must have pain management knowledge and skills to fulfill this role. AIM The objective of the study was to examine pain management knowledge and attitudes of nursing students who had taken a surgical nursing course. METHODS This descriptive, cross-sectional study was conducted with volunteer second-year undergraduate nursing students (n = 260) from two universities in Turkey. The Knowledge and Attitudes Survey Regarding Pain and a student demographic information form were used for data collection. Data were analyzed with descriptive statistics, t test and variance analysis. RESULTS The mean score on the Knowledge and Attitudes Survey Regarding Pain was 6.78 ± 2.23. Of all the students, 48.8% reported that they only preferred pharmacologic treatments for pain management. The mean score on the Knowledge and Attitudes Survey Regarding Pain significantly differed in terms of the type of high school (p = .044) and the unit for clinical education (p = .025). CONCLUSIONS The students had a moderate mean score on the Knowledge and Attitudes Survey Regarding Pain. The students who graduated from high school and those who received their clinical education in cardiovascular and thoracic surgery units had significantly higher mean scores on pain management knowledge and attitudes.
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Affiliation(s)
- Sacide Yıldızeli Topçu
- Surgical Nursing Department, Faculty of Health Sciences, Trakya University, Edirne, Turkey
| | - Fadime Gök
- Surgical Nursing Department, Faculty of Health Sciences, Pamukkale University, Denizli, Turkey.
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Shipton E, Steketee C, Visser E. The Pain Medicine Curriculum Framework-structured integration of pain medicine education into the medical curriculum. FRONTIERS IN PAIN RESEARCH (LAUSANNE, SWITZERLAND) 2023; 3:1057114. [PMID: 36700142 PMCID: PMC9869177 DOI: 10.3389/fpain.2022.1057114] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 12/06/2022] [Indexed: 01/12/2023]
Abstract
Medical practitioners play an essential role in preventing pain, conducting comprehensive pain assessments, as well as promoting evidence-based practices. There is a need for the development of innovative, interprofessional and integrated pain medicine curricula for medical students. The Pain Medicine Curriculum Framework (PMCF) was developed to conceptualise a purposeful approach to the complex process of curriculum change and to prioritise the actions needed to address the gaps in pain medicine education. The PMCF comprises four dimensions: (1) future healthcare practice needs; (2) competencies and capabilities required of graduates; (3) teaching, learning and assessment methods; and (4) institutional parameters. Curricula need to meet the requirements of registration and accreditation bodies, but also equip graduates to serve in their particular local health system while maintaining the fundamental standards and values of these institutions. The curriculum needs to connect knowledge with experience and practice to be responsive to the changing needs of the increasingly complex health system yet adaptable to patients with pain in the local context. Appropriate learning, teaching and assessment strategies are necessary to ensure that medical practitioners of the future develop the required knowledge, skills and attitudes to treat the diverse needs of patients' experiencing pain. The historical, political, social and organisational values of the educational institution will have a significant impact on curriculum design. A more formalised approach to the development and delivery of a comprehensive pain medicine curriculum is necessary to ensure that medical students are adequately prepared for their future workplace responsibilities.
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Affiliation(s)
- Elspeth Shipton
- School of Medicine, University of Notre Dame Australia, Fremantle, WA, Australia,Correspondence: Elspeth Shipton
| | - Carole Steketee
- Curtin Medical School, Curtin University, Perth, WA, Australia
| | - Eric Visser
- School of Medicine, University of Notre Dame Australia, Fremantle, WA, Australia
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Ten-year mixed-method evaluation of prelicensure health professional student self-reported learning in an interfaculty pain curriculum. Pain Rep 2022; 7:e1030. [PMID: 36128043 PMCID: PMC9478270 DOI: 10.1097/pr9.0000000000001030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 04/21/2022] [Accepted: 06/01/2022] [Indexed: 11/26/2022] Open
Abstract
Introduction: Student perspectives on interprofessional pain education are lacking. Objectives: The purpose of this study was to evaluate ratings of knowledge acquisition and effective presentation methods for prelicensure health professional students attending the University of Toronto Centre for the Study of Pain Interfaculty Pain Curriculum (Canada). Methods: A 10-year (2009–2019) retrospective longitudinal mixed-methods approach comprising analysis and integration of quantitative and qualitative data sets was used to evaluate 5 core University of Toronto Centre for the Study of Pain Interfaculty Pain Curriculum learning sessions. Results: A total of 10, 693 students were enrolled (2009–2019) with a mean annual attendance of 972 students (±SD:102). The mean proportion of students rating “agree/strongly agree” for knowledge acquisition and effective presentation methods across sessions was 79.3% (±SD:3.4) and 76.7% (±SD:6.0), respectively. Knowledge acquisition or presentation effectiveness scores increased, respectively, over time for 4 core sessions: online self-study pain mechanisms module (P = 0.03/P < 0.001), online self-study opioids module (P = 0.04/P = 0.019), individually selected in-person topical pain sessions (P = 0.03/P < 0.001), and in-person patient or interprofessional panel session (P = 0.03). Qualitative data corroborated rating scores and expanded insight into student expectations for knowledge acquisition to inform real-world clinical practice and interprofessional collaboration; presentation effectiveness corresponded with smaller session size, individually selected sessions, case-based scenarios, embedded knowledge appraisal, and opportunities to meaningfully interact with presenters and peers. Conclusion: This study demonstrated positive and increasing prelicensure student ratings of knowledge acquisition and effective presentation methods across multifaceted learning sessions in an interfaculty pain curriculum. This study has implications for pain curriculum design aimed at promoting students' collaborative, patient-centered working skills. See commentary: Trouvin A-P. “Ten-year mixed method evaluation of prelicensure health professional student self-reported learning in an interfaculty pain curriculum”: a view on pain education. PAIN Rep 2022;7:e1031. Students attending learning sessions at the University of Toronto Interfaculty Pain Curriculum (2009–2019) in Toronto, Canada, self-report high ratings of knowledge acquisition and effective presentation methods.
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Valenzuela-Pascual F, Pàmies-Fabra J, García-Martínez E, Martínez-Navarro O, Climent-Sanz C, Gea-Sánchez M, Virgili-Gomà J, Rubí-Carnacea F, Garcia-Escudero M, Blanco-Blanco J. Use of a gamified website to increase pain neurophysiology knowledge and improve satisfaction and motivation among students studying for a degree in physiotherapy: a quasi-experimental study. BMC MEDICAL EDUCATION 2022; 22:389. [PMID: 35596174 PMCID: PMC9123810 DOI: 10.1186/s12909-022-03457-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Accepted: 04/28/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The scientific evidence highlights the difficulties that healthcare professionals experience when managing patients with chronic pain. One of the causes of this difficulty could be related to the acquired training and the lack of knowledge about the neurophysiology of pain. In the present study, we assessed the effectiveness of a gamified web platform in acquiring knowledge about pain neurophysiology and determining the satisfaction and motivation of students of the Degree in Physiotherapy at the University of Lleida. METHODS A quasi-experimental study was carried out with a sample of 60 students who had access to a gamified web platform that included notes, videos, and clinical cases prepared by the teaching staff and was based on a previous study that included patients and healthcare professionals. RESULTS The results show that after the intervention, there was a statistically significant increase in knowledge about the neurophysiology of pain, and the effect size was in the desired area of effect. Likewise, many students considered that their motivation had increased as a result of the methodology used in the present study. CONCLUSIONS The results support the use of this methodology to promote knowledge about the neurophysiology of pain while improving students' motivation.
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Affiliation(s)
- Fran Valenzuela-Pascual
- Department of Nursing and Physiotherapy, The University of Lleida, Montserrat Roig, 2, 25198, Lleida, Spain
- Group for the Study of Society Health Education and Culture, GESEC, University of Lleida, Lleida, Spain
- Health Care Research Group, GRECS, Biomedical Research Institute of Lleida, IRBLleida, Lleida, Spain
| | - Judith Pàmies-Fabra
- Department of Nursing and Physiotherapy, The University of Lleida, Montserrat Roig, 2, 25198, Lleida, Spain
| | - Ester García-Martínez
- Department of Nursing and Physiotherapy, The University of Lleida, Montserrat Roig, 2, 25198, Lleida, Spain.
- Group for the Study of Society Health Education and Culture, GESEC, University of Lleida, Lleida, Spain.
- Health Care Research Group, GRECS, Biomedical Research Institute of Lleida, IRBLleida, Lleida, Spain.
| | - Oriol Martínez-Navarro
- Department of Nursing and Physiotherapy, The University of Lleida, Montserrat Roig, 2, 25198, Lleida, Spain
- Health Care Research Group, GRECS, Biomedical Research Institute of Lleida, IRBLleida, Lleida, Spain
| | - Carolina Climent-Sanz
- Department of Nursing and Physiotherapy, The University of Lleida, Montserrat Roig, 2, 25198, Lleida, Spain
- Group for the Study of Society Health Education and Culture, GESEC, University of Lleida, Lleida, Spain
- Health Care Research Group, GRECS, Biomedical Research Institute of Lleida, IRBLleida, Lleida, Spain
| | - Montserrat Gea-Sánchez
- Department of Nursing and Physiotherapy, The University of Lleida, Montserrat Roig, 2, 25198, Lleida, Spain
- Group for the Study of Society Health Education and Culture, GESEC, University of Lleida, Lleida, Spain
- Health Care Research Group, GRECS, Biomedical Research Institute of Lleida, IRBLleida, Lleida, Spain
| | - Jordi Virgili-Gomà
- Department of Computer Science and Industrial Engineering, The University of Lleida, Lleida, Spain
| | - Francesc Rubí-Carnacea
- Department of Nursing and Physiotherapy, The University of Lleida, Montserrat Roig, 2, 25198, Lleida, Spain
- Group for the Study of Society Health Education and Culture, GESEC, University of Lleida, Lleida, Spain
- Health Care Research Group, GRECS, Biomedical Research Institute of Lleida, IRBLleida, Lleida, Spain
| | - Maria Garcia-Escudero
- Faculty of Medicine and Health Sciences, Universidad Católica de Valencia San Vicente Mártir, Valencia, Spain
| | - Joan Blanco-Blanco
- Department of Nursing and Physiotherapy, The University of Lleida, Montserrat Roig, 2, 25198, Lleida, Spain
- Group for the Study of Society Health Education and Culture, GESEC, University of Lleida, Lleida, Spain
- Health Care Research Group, GRECS, Biomedical Research Institute of Lleida, IRBLleida, Lleida, Spain
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Ten years of interfaculty pain curriculum at the University of Toronto: impact on student learning. Pain Rep 2021; 6:e974. [PMID: 34870057 PMCID: PMC8635288 DOI: 10.1097/pr9.0000000000000974] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 09/08/2021] [Accepted: 10/10/2021] [Indexed: 11/26/2022] Open
Abstract
Supplemental Digital Content is Available in the Text. The University of Toronto Interfaculty Pain Curriculum has significantly improved students' pain knowledge and ability to develop interprofessional care plans over the period 2009 to 2019. Introduction: Delivery of interprofessional pain education for prelicensure healthcare professionals is strongly recommended to advance a workforce ready for collaborative practice and to improve the quality and outcomes of pain care. Objectives: We report a 10-year (2009–2019) longitudinal evaluation of a 20-hour undergraduate Interfaculty Pain Curriculum (IPC) delivered to students in the Faculties of Dentistry, Nursing, Pharmacy, and Medicine (also including the Departments of Physical Therapy, Occupational Therapy and Physician Assistant) at the University of Toronto, Canada. The IPC follows a constructivist approach to facilitate interactive and multifaceted learning. Methods: Evaluation methods based on the Kirkpatrick model were used to appraise changes in participating students' pain knowledge and beliefs and their ability to collaboratively develop an interprofessional pain management plan. Results: A total of 10,693 students participated over the 10-year study period. The mean annual attendance was 972 students and participation to the program increased significantly over the years. Overall, the IPC was effective in improving students' mean pain knowledge and beliefs scores; however, the mean knowledge score gains were negatively correlated with time, likely related to increased uniprofessional pain education. Although an increasing trend in mean interprofessional pain management plan scores was observed, the scores were not significantly correlated with time. Conclusions: The interactive and multifaceted IPC is consistently effective in improving knowledge and beliefs and interprofessional pain management care plan development among participating student cohorts. Future inquiry is required to better understand the mechanisms behind student learning in interprofessional pain education to enhance pain curriculum development and delivery.
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Pruskowski JA, Patel R, Nguyen K, Scolese C, Klein-Fedyshin M, Brazeau G. A Systematic Review of Palliative Care Content in the Doctor of Pharmacy Curriculum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8468. [PMID: 34315708 PMCID: PMC8341234 DOI: 10.5688/ajpe8468] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Accepted: 02/05/2021] [Indexed: 06/13/2023]
Abstract
Objective. To describe the methods of teaching and evaluating palliative care experiences for pharmacy students.Findings. A literature search retrieved 971 reports, from which 26 studies met all of study criteria. Educational interventions concerning palliative care included didactic courses, flipped classrooms, advanced pharmacy practice experiences (APPEs), workshops, and seminars. Total direct hours of education in palliative care ranged from 1-200. Seven (27%) focused experiences were reported as required, while nine (35%) were reported as elective. The majority (n=14, 54%) of studies measured pharmacy students' confidence, attitudes, or perceptions as the main outcome, and of those most studies reported an improvement. Five (19%) studies reported on interprofessional experiences in palliative care conducted in the United States, and four (15%) studies reported on similar experiences conducted outside the United States. When reported, most experiences were developed for students to complete prior to beginning their APPE year. All of the included studies used a non-randomized design.Summary. This review suggests a palliative care experience for pharmacy students should be interprofessional, occur during the year prior to APPEs, and measure skills-based outcomes.
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Affiliation(s)
- Jennifer A Pruskowski
- University of Pittsburgh, School of Medicine, Pittsburgh, Pennsylvania
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | - Ravi Patel
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | - Kristine Nguyen
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | - CeJae Scolese
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | | | - Gayle Brazeau
- Marshall University, School of Pharmacy, Huntington, West Virginia
- Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Recommendations for a Pediatric Pain Education Curriculum for Physical and Occupational Therapists: Scoping Review and Survey. CHILDREN-BASEL 2021; 8:children8050390. [PMID: 34068213 PMCID: PMC8153113 DOI: 10.3390/children8050390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 05/08/2021] [Accepted: 05/11/2021] [Indexed: 11/17/2022]
Abstract
Specialization training for physiotherapists, occupational therapists, and sports therapists involved in pediatric pain is scarce and curricula are rarely published. The objectives of this study are twofold: firstly, to perform a scoping review to derive important contents for a pediatric pain education curriculum for specialized pain therapists. Secondly, to conduct a survey on specific contents in curricula currently used by pain experts and to obtain their evaluation regarding the importance of such contents for a specialized curriculum. The review substantiated the importance of a specific curriculum in pediatric pain education, but provided little information on adequate contents. In the survey, 45 experts in pediatric pain education confirmed that specific curricula and specialized contents for pediatric pain education are missing. Their answers give a well-defined picture of the specifics needed in the interaction with a pediatric population. The most important items they classified were e.g., the biopsychosocial framework and the impact of pediatric pain on daily life. Those expert ratings were in line with the recommendations of pediatric pain management guidelines. Further curriculum work in an interdisciplinary, international network is highly recommended.
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Fitzgerald K, Devonshire E, Vaughan B. Pain Knowledge, Attitudes and Beliefs of Allied Health Learners Across Three Curricular Models. HEALTH PROFESSIONS EDUCATION 2020. [DOI: 10.1016/j.hpe.2020.09.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
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Fishman SM, Copenhaver D, Mongoven JM, Lorenzen K, Schlingmann E, Young HM. Cancer Pain Treatment and Management: An Interprofessional Learning Module for Prelicensure Health Professional Students. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2020; 16:10953. [PMID: 32934978 PMCID: PMC7485910 DOI: 10.15766/mep_2374-8265.10953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Accepted: 02/12/2019] [Indexed: 06/11/2023]
Abstract
INTRODUCTION The imperative of medicine is to treat suffering and to cure when possible. This learning module has been designed to expand providers' knowledge of how to sustain life, restore health, relieve suffering, and provide comfort for people who are experiencing cancer-induced pain. The module uses cancer pain as the context through which students can learn interprofessional, team-based, and person-centered approaches to delivery of care. METHODS Using the facilitator's guide, handouts, and other materials developed for this project, the module can be delivered as an in-person training session (approximately 120 minutes) for small groups of learners (teams of eight to 12 students drawn from multiple health care professions or schools). Prelearning materials and postsession activities are included that can enhance the experience. RESULTS This module was developed and tested with two pilot programs that were evaluated with focus groups, direct observation, and a postsession survey completed by learners. Data demonstrated high approval of and appreciation for the content and structure of the module by both learners and facilitators. DISCUSSION Many learners work with other health care professionals in their clinical experiences but have not had opportunities to effectively work in interprofessional collaborative practice. This interprofessional education activity allows students from disparate health professions to work together to identify patient-centered treatment options through interprofessional collaborative teamwork in a classroom setting.
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Affiliation(s)
- Scott M. Fishman
- Professor and Fullerton Endowed Chair in Pain Medicine, Department of Anesthesiology and Pain Medicine, School of Medicine, University of California, Davis; Director, Center for Advancing Pain Relief, Betty Irene Moore School of Nursing and School of Medicine, University of California, Davis
| | - David Copenhaver
- Associate Professor and Chief, Department of Anesthesiology and Pain Medicine, Division of Pain Medicine, School of Medicine, University of California, Davis; Associate Director, Center for Advancing Pain Relief, Betty Irene Moore School of Nursing and School of Medicine, University of California, Davis
| | - Jennifer M. Mongoven
- Associate Director of Operations, Family Caregiving Institute, Betty Irene Moore School of Nursing, University of California, Davis
| | - Kathryn Lorenzen
- Associate Director, Center for Advancing Pain Relief, Betty Irene Moore School of Nursing and School of Medicine, University of California, Davis
| | - Ellery Schlingmann
- Research Associate, Center for Advancing Pain Relief, Betty Irene Moore School of Nursing and School of Medicine, University of California, Davis
| | - Heather M. Young
- Dignity Health Dean's Chair for Nursing Leadership, Associate Vice Chancellor for Nursing, Dean, and Professor, Betty Irene Moore School of Nursing, University of California, Davis
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Balice-Bourgois C, Zumstein-Shaha M, Simonetti GD, Newman CJ. Interprofessional Collaboration and Involvement of Parents in the Management of Painful Procedures in Newborns. Front Pediatr 2020; 8:394. [PMID: 32793526 PMCID: PMC7390884 DOI: 10.3389/fped.2020.00394] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/14/2020] [Accepted: 06/09/2020] [Indexed: 11/18/2022] Open
Abstract
Introduction: Newborns are subject to many painful procedures. Pharmacological and non-pharmacological approaches alone are not enough, and it is necessary to consider other contributing elements such as the environment, interprofessional collaboration and parental involvement. The aim of this feasibility study was to explore interprofessionality and the role of parents in improving the management of painful procedures in newborns and pain management strategies. Materials and Methods: a pre-post feasibility study using a mixed method approach was conducted. Questionnaires, interviews and focus groups were used to describe the parents' views on their child's pain management and involvement in care as well as to explore the level of interprofessionality and feasibility. Results: Collaboration between physicians and nurses improved following the implementation of a complex interprofessional intervention involving professionals, parents and newborns. In spite of improving professional collaboration in procedural pain management, parents were attributed a passive role or only marginally involved in in the infant's pain management. However, parents stated-as elicited by the questionnaires and interviews-that they wished to receive more information and be included in painful procedures executed on their infant. Discussion: Management of painful procedures in neonates needs to be changed. Interprofessional collaboration contributes to improved procedural pain management in neonates. It is essential to include parents as active members in the interprofessional healthcare team.
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Affiliation(s)
- Colette Balice-Bourgois
- Pediatric Institute of Southern Switzerland, Ente Ospedaliero Cantonale, Bellinzona, Switzerland
- Nursing Research Center, Ente Ospedaliero Cantonale, Bellinzona, Switzerland
- University Institute of Higher Education and Research in Healthcare, Faculty of Biology and Medicine, University of Lausanne, Lausanne, Switzerland
| | - Maya Zumstein-Shaha
- Department of Health, Bern University of Applied Sciences, Bern, Switzerland
| | - Giacomo D. Simonetti
- Pediatric Institute of Southern Switzerland, Ente Ospedaliero Cantonale, Bellinzona, Switzerland
- Faculty of Biomedical Sciences, University of Southern Switzerland, Lugano, Switzerland
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Carroll SP, Augeard N, Tennant J, Seenan C. How do the attitudes, confidence, knowledge and understanding differ in pre-registration healthcare students towards treating people with chronic pain: an observational, cross-sectional study. EUROPEAN JOURNAL OF PHYSIOTHERAPY 2020. [DOI: 10.1080/21679169.2020.1746830] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Sean Paul Carroll
- School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, UK
| | - Nathan Augeard
- School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, UK
| | - Jacob Tennant
- School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, UK
| | - Christopher Seenan
- School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, UK
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van Lankveld W, Afram B, Staal JB, van der Sande R. The IASP pain curriculum for undergraduate allied health professionals: educators defining competence level using Dublin descriptors. BMC MEDICAL EDUCATION 2020; 20:60. [PMID: 32111209 PMCID: PMC7048028 DOI: 10.1186/s12909-020-1978-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2019] [Accepted: 02/21/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Improving pain education for undergraduate health professionals is hampered by lacking shared education outcomes. This study describes how educators and pain experts operationalize content and competency levels deemed necessary for a undergraduate pain education core curriculum for health professionals (physical and occupational therapists, nurses, psychologists). METHODS Educators and experts on pain and pain education gave their opinion on content and competency level for each individual item of the International Association for the Study of Pain (IASP) inter professional curriculum. Participants decided whether or not to include each item in the undergraduate curriculum. Items were included when > 70% of the respondents agreed. The required competency for each item was rated using ordinal Dublin Descriptors. RESULTS Overall, 22 experts rated the curriculum, with > 70% agreement on inclusion on 62% of the IASP items. Within the IASP domain 'Multidimensional nature of pain' there was full agreement on the inclusion of 12 items. 'Ethics' was considered less important with only 1 item deemed necessary. There is a high number of items selected within the domains 'Pain Assessment and measurement' (78%) and 'Management of Pain' (74%). Considerably less items were chosen in the domain 'Clinical Conditions' (41%). For most items the median required skills and competency level was either Knowledge and Understanding, or Applying Knowledge and Understanding. CONCLUSION Overall, educators and experts in pain agreed on content and competency levels for an undergraduate pain curriculum based on the IASP. Defining a shared competency level will help improve definition of education outcome.
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Affiliation(s)
- W van Lankveld
- Musculoskeletal Rehabilitation Research Group, Institute of Health Studies, HAN University of Applied Sciences, Arnhem, The Netherlands.
| | - B Afram
- Musculoskeletal Rehabilitation Research Group, Institute of Health Studies, HAN University of Applied Sciences, Arnhem, The Netherlands
| | - J B Staal
- Musculoskeletal Rehabilitation Research Group, Institute of Health Studies, HAN University of Applied Sciences, Arnhem, The Netherlands
- Radboud Institute for Health Sciences, Radboud University Medical Centre, IQ healthcare, Nijmegen, The Netherlands
| | - R van der Sande
- Faculty of Health and Social Studies, HAN University of Applied Sciences, PO Box 6960, 6503 GL, Nijmegen, The Netherlands
- Department of Anesthesiology, Pain and Palliative Medicine, Radboud University Medical Centre, Nijmegen, The Netherlands
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Ouellette C, Henry S, Turner A, Clyne W, Furze G, Bird M, Sanchez K, Watt-Watson J, Carroll S, Devereaux PJ, McGillion M. The need for novel strategies to address postoperative pain associated with cardiac surgery: A commentary and introduction to "SMArTVIEW". Can J Pain 2019; 3:26-35. [PMID: 35005416 PMCID: PMC8730666 DOI: 10.1080/24740527.2019.1603076] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2019] [Revised: 03/24/2019] [Accepted: 03/31/2019] [Indexed: 10/27/2022]
Abstract
Background: With coronary heart disease affecting over 2.4 million Canadians, annual cardiac and major vascular surgery rates are on the rise. Unrelieved postoperative pain is among the top five causes of hospital readmission following surgery; little is done to address this postoperative complication. Barriers to effective pain assessment and management following cardiac and major vascular surgery have been conceptualized on patient, health care provider, and system levels. Purpose: In this commentary, we review common patient, health care provider, and system-level barriers to effective postoperative pain assessment and management following cardiac and major vascular surgery. We then outline the SMArTVIEW intervention, with particular attention to components designed to optimize postoperative pain assessment and management. Methods: In conceptualizing the SMArTVIEW intervention design, we sought to address a number of these barriers by meeting the following design objectives: (1) orchestrating a structured process for regular postoperative pain assessment and management; (2) ensuring adequate clinician preparation for postoperative pain assessment and management in the context of virtual care; and (3) enfranchising patients to become active self-managers and to work with their health care providers to manage their pain postoperatively. Conclusions: Innovative approaches to address these barriers are a current challenge to health care providers and researchers alike. SMArTVIEW is spearheading this paradigm shift within clinical research to address barriers that impair effective postoperative pain management by actively engaging health care providers and patients in an accessible format (i.e., digital health solution) to give primacy to the need of postoperative pain assessment and management following cardiac and major vascular surgery.
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Affiliation(s)
- Carley Ouellette
- Faculty of Health Sciences, School of Nursing, McMaster University, Hamilton, Ontario, Canada
- Perioperative & Digital Health Department, Population Health Research Institute, Hamilton, Ontario, Canada
| | - Shaunattonie Henry
- Faculty of Health Sciences, School of Nursing, McMaster University, Hamilton, Ontario, Canada
- Perioperative & Digital Health Department, Population Health Research Institute, Hamilton, Ontario, Canada
| | - Andy Turner
- Faculty of Health and Life Sciences, Coventry University, Coventry, UK
| | | | - Gill Furze
- Faculty of Health and Life Sciences, Coventry University, Coventry, UK
| | - Marissa Bird
- Faculty of Health Sciences, School of Nursing, McMaster University, Hamilton, Ontario, Canada
| | - Karla Sanchez
- Perioperative & Digital Health Department, Population Health Research Institute, Hamilton, Ontario, Canada
| | - Judy Watt-Watson
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada
| | - Sandra Carroll
- Faculty of Health Sciences, School of Nursing, McMaster University, Hamilton, Ontario, Canada
- Perioperative & Digital Health Department, Population Health Research Institute, Hamilton, Ontario, Canada
| | - PJ Devereaux
- Faculty of Health Sciences, School of Nursing, McMaster University, Hamilton, Ontario, Canada
- Perioperative & Digital Health Department, Population Health Research Institute, Hamilton, Ontario, Canada
| | - Michael McGillion
- Faculty of Health Sciences, School of Nursing, McMaster University, Hamilton, Ontario, Canada
- Perioperative & Digital Health Department, Population Health Research Institute, Hamilton, Ontario, Canada
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Hunter JP. Clinician's Commentary on Wideman et al. 1. Physiother Can 2019; 70:34-35. [PMID: 29436529 PMCID: PMC5802952 DOI: 10.3138/ptc.2016-57-cc] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Affiliation(s)
- Judith P Hunter
- Assistant Professor, Department of Physical Therapy, University of Toronto, Toronto;
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Pain in Children With Developmental Disabilities: Development and Preliminary Effectiveness of a Pain Training Workshop for Respite Workers. Clin J Pain 2019; 34:428-437. [PMID: 28877138 DOI: 10.1097/ajp.0000000000000554] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
INTRODUCTION Pain in children with intellectual disabilities (ID) is common and complex, yet there is no standard pain training for their secondary caregivers (ie, respite staff). OBJECTIVES Determine perceived pain training needs/preferences of children's respite staff (phase 1) and, use this information combined with extant research and guidelines to develop and pilot a training (phase 2). METHODS In phase 1, 22 participants responded to questionnaires and engaged in individual interviews/focus groups about their experiences with pain in children with ID, and perceived training needs/preferences. In phase 2, 50 participants completed knowledge measures and rated the feasibility of, and their own confidence and skill in, pain assessment and management for children with ID immediately before and after completing a pain training. They also completed a training evaluation. RESULTS Participants viewed pain training as beneficial. Their ideal training involved a half-day, multifaceted in-person program with a relatively small group of trainees incorporating a variety of learning activities, and an emphasis on active learning. Phase 2 results suggested that completion of the 3 to 3.5-hour pain training significantly increased respite workers' pain-related knowledge (effect sizes: r=0.81 to 0.88), as well as their ratings of the feasibility of, and their own confidence and skill in, pain assessment and management in children with ID (effect sizes: r=0.41 to 0.70). The training was rated favorably. DISCUSSION Training can positively impact respite workers' knowledge and perceptions about pain assessment and management. As such, they may be better equipped to care for children with ID in this area.
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Hurley-Wallace A, Wood C, Franck LS, Howard RF, Liossi C. Paediatric pain education for health care professionals. Pain Rep 2019; 4:e701. [PMID: 30801042 PMCID: PMC6370141 DOI: 10.1097/pr9.0000000000000701] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2018] [Accepted: 10/05/2018] [Indexed: 02/06/2023] Open
Affiliation(s)
- Anna Hurley-Wallace
- Pain Research Laboratory, Department of Psychology, University of Southampton, Southampton, United Kingdom
| | - Chantal Wood
- Centre de la Douleur Chronique CHU Dupuytren, Limoges Cedex, France
| | - Linda S. Franck
- Department of Family Health Care Nursing, University of California, San Francisco, San Francisco, CA, USA
| | - Richard F. Howard
- Pain Control Service, Great Ormond Street Hospital for Children NHS Foundation Trust, London, United Kingdom
| | - Christina Liossi
- Pain Research Laboratory, Department of Psychology, University of Southampton, Southampton, United Kingdom
- Pain Control Service, Great Ormond Street Hospital for Children NHS Foundation Trust, London, United Kingdom
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Exploring assessment of medical students' competencies in pain medicine-A review. Pain Rep 2018; 4:e704. [PMID: 30801044 PMCID: PMC6370140 DOI: 10.1097/pr9.0000000000000704] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Revised: 10/21/2018] [Accepted: 11/01/2018] [Indexed: 12/21/2022] Open
Abstract
Supplemental Digital Content is Available in the Text. Introduction: Considering the continuing high prevalence and public health burden of pain, it is critical that medical students are equipped with competencies in the field of pain medicine. Robust assessment of student expertise is integral for effective implementation of competency-based medical education. Objective: The aim of this review was to describe the literature regarding methods for assessing pain medicine competencies in medical students. Method: PubMed, Medline, EMBASE, ERIC, and Google Scholar, and BEME data bases were searched for empirical studies primarily focusing on assessment of any domain of pain medicine competencies in medical students published between January 1997 and December 2016. Results: A total of 41 studies met the inclusion criteria. Most assessments were performed for low-stakes summative purposes and did not reflect contemporary theories of assessment. Assessments were predominantly undertaken using written tests or clinical simulation methods. The most common pain medicine education topics assessed were pain pharmacology and the management of cancer and low-back pain. Most studies focussed on assessment of cognitive levels of learning as opposed to more challenging domains of demonstrating skills and attitudes or developing and implementing pain management plans. Conclusion: This review highlights the need for more robust assessment tools that effectively measure the abilities of medical students to integrate pain-related competencies into clinical practice. A Pain Medicine Assessment Framework has been developed to encourage systematic planning of pain medicine assessment at medical schools internationally and to promote continuous multidimensional assessments in a variety of clinical contexts based on well-defined pain medicine competencies.
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Venturine JS, Pires GMT, Pereira ML, Monteiro MGM, Meziat-Filho N, Nogueira LC, Reis FJJ. Overview of Curricula About Pain in Physical Therapist Education Programs in Brazil: A Faculty Survey. Phys Ther 2018; 98:918-924. [PMID: 30085225 DOI: 10.1093/ptj/pzy091] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/24/2017] [Accepted: 04/08/2018] [Indexed: 02/09/2023]
Abstract
BACKGROUND Educating health professionals about pain (pain education) during undergraduate studies may be an important step in changing ineffective pain management practices. OBJECTIVE The objective of this study was to assess the extent of pain education in current accredited physical therapist education programs in Brazil. DESIGN This study was designed as a cross-sectional survey study. METHODS Brazilian physical therapist education programs accredited by the Ministry of Education participated in this study. The main outcome measures were frequency of a specific curriculum about pain (pain curriculum) in physical therapist education programs and content analysis according to discipline-specific pain curriculum recommendations developed by the International Association for the Study of Pain. RESULTS A total of 811 physical therapist education programs in Brazil were identified. After duplicates and universities no longer offering a physical therapist education program were removed, a total of 566 physical therapist education programs were left; 399 of the 566 (70.5%) provided information about the curriculum on their websites. Among the identified physical therapist education programs with available curricula, 26 (6.5%) had a specific course about pain (pain course), covering a mean of 44.3 hours. LIMITATIONS Limitations included the inability to cover all the physical therapist education programs in Brazil and the inability to identify whether pain content is distributed in other disciplines such as pediatrics, geriatrics, and neurological and orthopedic physical therapy. CONCLUSIONS Most Brazilian physical therapist education programs do not offer a specific pain course. When a pain course is presented in the curriculum, some content recommended for physical therapist education programs by the International Association for the Study of Pain is not covered. The absence of a pain course in physical therapist education programs may have implications for pain management. To the best of our knowledge, this is the first study about pain education in physical therapist education programs in Brazil.
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Affiliation(s)
- Jéssica S Venturine
- Physical Therapy, Instituto Federal do Rio de Janeiro, Rio de Janeiro, Brazil
| | | | | | | | - Ney Meziat-Filho
- Rehabilitation Sciences, Centro Universitário Augusto Motta, Rio de Janeiro, Brazil
| | | | - Felipe J J Reis
- Physical Therapy, Instituto Federal do Rio de Janeiro, Campus Realengo, Rua Carlos Wenceslau 343, Realengo, CEP 21715-000, Rio de Janeiro, Brazil
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Continuing education in pain management: using a competency framework to guide professional development. Pain Rep 2018; 3:e688. [PMID: 30534629 PMCID: PMC6181469 DOI: 10.1097/pr9.0000000000000688] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2018] [Accepted: 08/10/2018] [Indexed: 11/26/2022] Open
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Shipton EE, Bate F, Garrick R, Steketee C, Shipton EA, Visser EJ. Systematic Review of Pain Medicine Content, Teaching, and Assessment in Medical School Curricula Internationally. Pain Ther 2018; 7:139-161. [PMID: 30058045 PMCID: PMC6251835 DOI: 10.1007/s40122-018-0103-z] [Citation(s) in RCA: 60] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2018] [Indexed: 12/25/2022] Open
Abstract
Introduction Pain management is a major health care challenge in terms of the significant prevalence of pain and the negative consequences of poor management. Consequently, there have been international calls to improve pain medicine education for medical students. This systematic review examines the literature on pain medicine education at medical schools internationally, with a particular interest in studies that make reference to: a defined pain medicine curriculum, specific pain medicine learning objectives, dedicated pain education modules, core pain topics, medical specialties that teach pain medicine, elective study opportunities, hours allocated to teaching pain medicine during the curriculum, the status of pain medicine in the curriculum (compulsory or optional), as well as teaching, learning, and assessment methods. Methods A systematic review was undertaken of relevant studies on pain medicine education for medical students published between January 1987 and May 2018 using PubMed, Medline, Excerpta Medica database (EMBASE), Education Resources Information Center (ERIC), and Google Scholar, and Best Evidence Medical Education (BEME) data bases. Results Fourteen studies met the inclusion criteria. Evaluation of pain medicine curricula has been undertaken at 383 medical schools in Australia, New Zealand, the United States of America (USA), Canada, the United Kingdom (UK), and Europe. Pain medicine was mostly incorporated into medical courses such as anaesthesia or pharmacology, rather than presented as a dedicated pain medicine module. Ninety-six percent of medical schools in the UK and USA, and nearly 80% of medical schools in Europe had no compulsory dedicated teaching in pain medicine. On average, the median number of hours of pain content in the entire curriculum was 20 in Canada (2009), 20 in Australia and New Zealand (2018), 13 in the UK (2011), 12 in Europe (2012/2013), and 11 in the USA (2009). Neurophysiology and pharmacology pain topics were given priority by medical schools in all countries. Lectures, seminars, and case-based instruction were the teaching methods most commonly employed. When it was undertaken, medical schools mostly assessed student competency in pain medicine using written examinations rather than clinical assessments. Conclusions This systematic review has revealed that pain medicine education at medical schools internationally does not adequately respond to societal needs in terms of the prevalence and public health impact of inadequately managed pain. Electronic supplementary material The online version of this article (10.1007/s40122-018-0103-z) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Elspeth E Shipton
- School of Medicine, University of Notre Dame Australia, Fremantle, Australia
| | - Frank Bate
- School of Medicine, University of Notre Dame Australia, Fremantle, Australia
| | - Raymond Garrick
- School of Medicine, University of Notre Dame Australia, Fremantle, Australia
| | - Carole Steketee
- The Learning and Teaching Office, University of Notre Dame Australia, Fremantle, Australia
| | - Edward A Shipton
- Department of Anaesthesia, University of Otago Christchurch, Christchurch, New Zealand.
| | - Eric J Visser
- School of Medicine, University of Notre Dame Australia, Fremantle, Australia
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Ehrström J, Kettunen J, Salo P. Physiotherapy pain curricula in Finland: a faculty survey. Scand J Pain 2018; 18:593-601. [DOI: 10.1515/sjpain-2018-0091] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2018] [Accepted: 05/30/2018] [Indexed: 01/09/2023]
Abstract
Abstract
Background and aims
Despite the recognition of pain as a global health problem and advancements achieved in what is known about effective pain management, pain education for undergraduate health care professionals remains insufficient. This study investigated the content of pain curricula and the time allocated to pain education on physiotherapy programs at bachelor’s level at Universities of Applied Sciences (UASs) in Finland.
Methods
A web-based survey questionnaire was sent to the directors of the physiotherapy programs at all the Finnish UASs (n=15) where physiotherapy is taught at bachelor’s level. The questionnaire consisted of 14 questions covering basic concepts and the science of pain, pain assessment, pain management, and the adequacy of pain curricula. Each UAS completed one questionnaire i.e. returned one official opinion.
Results
The response rate was 80% (n=12). The mean for the total number of contact hours of pain education was 74 (standard deviation 34.2). All UASs had integrated pain education. In addition to this 42% (n=5) of the UASs had a separate pain course. The UASs offering such a course over and above the integrated pain education had twice the amount of pain content education compared to those UASs that only had integrated pain education (mean 103 h vs. 53 h, p=0.0043). Most of the education was devoted to conditions where pain is commonly a feature, manual therapy, and electrical agents for pain control. The biopsychosocial model of pain, cognitive behavioral methods of pain management, physician management, and multidisciplinary management were the least covered topics. Five UASs (42%) payed attention to the International Association for the Study of Pain curriculum outline and only 33% (n=4) considered their pain education to be sufficient.
Conclusions
Our results indicate that more contact hours are devoted to pain education on the Finnish UASs’ physiotherapy programs at bachelor’s level, than has previously been reported in faculty surveys. A separate pain course is one way to ensure a sufficient amount of pain education. Overall, despite a sufficient time devoted to pain education, some essential pain contents were inadequately covered.
Implications
The study contributes information on how pain education can be organized on physiotherapy programs at undergraduate level. Besides a sufficient amount of pain education, which can be ensured by a separate pain course, attention should be paid to pain education content being up-to-date. This could help in estimating the different proportions of pain content needed in educational settings. Efforts should also be made at keeping integrated pain education well-coordinated and purposeful. There is a need for further research estimating the effectiveness of pain education according to the different ways in which it is organized. There is also a need to investigate whether more hours allocated to pain education results in better understanding and professional skills.
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Affiliation(s)
- Jolanda Ehrström
- Åbo Akademi University , Faculty of Education and Welfare Studies , Vaasa , Finland
- Fysios FTK Töölö , Urheilukatu 38 A , 00250 Helsinki , Finland , Tel.: +358 50 531 8635
| | - Jyrki Kettunen
- Arcada University of Applied Sciences , Department of Health and Welfare , Helsinki , Finland
| | - Petri Salo
- Åbo Akademi University , Faculty of Education and Welfare Studies , Vaasa , Finland
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Watt-Watson J, McGillion M, Lax L, Oskarsson J, Hunter J, MacLennan C, Knickle K, Victor JC. Evaluating an Innovative eLearning Pain Education Interprofessional Resource: A Pre–Post Study. PAIN MEDICINE 2018; 20:37-49. [DOI: 10.1093/pm/pny105] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Affiliation(s)
| | | | - Leila Lax
- Biomedical Communications, Faculty of Medicine
| | | | | | | | | | - J Charles Victor
- Institute of Health Policy, Management and Evaluation, University of Toronto, Ontario, Canada
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Abstract
Dental education is at the intersection of affordable health care, opioid-abuse crisis, and collaborative practice benefits. Students must engage in interprofessional education (IPE) for pain management. Graduates must recognize appropriate management of acute dental pain and understand the dentist's role in interprofessional treatment of chronic disease, including management of temporomandibular disorders and orofacial neuropathic pain, chronic pain in general, and the consideration of opioids. This article reviews accreditation standards, compares these standards with recommendations from the International Association for the Study of Pain and regulatory boards, and presents examples of enhanced pain education.
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Damsgård E, Solgård H, Johannessen K, Wennevold K, Kvarstein G, Pettersen G, Garcia B. Understanding Pain and Pain Management in Elderly Nursing Home Patients Applying an Interprofessional Learning Activity in Health Care Students: A Norwegian Pilot Study. Pain Manag Nurs 2018; 19:516-524. [PMID: 29779794 DOI: 10.1016/j.pmn.2018.02.064] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2017] [Revised: 01/15/2018] [Accepted: 02/11/2018] [Indexed: 10/16/2022]
Abstract
BACKGROUND Pain is common among elderly patients in nursing homes. However, pain assessment and treatment are inadequate. Interprofessional treatment is recommended, and consequently interprofessional education in pain management is necessary. AIMS This pilot project aimed to describe how two interprofessional groups of students approached pain management in two nursing home patients. DESIGN We formed two teams comprising one student from the nursing, physical therapy, pharmacy, and medical educations. Each team spent one day examining a patient with chronic pain at a nursing home and they developed pain management plans. METHODS We collected data through video recordings during teamwork before and after examining the patients and field notes during the patient examination. We analysed the video-recordings applying the seven-step model including 1) viewing the video data, 2) describing the video data, 3) identifying critical events, 4) transcribing, 5) coding, 6) constructing storyline and 7) composing a narrative. Field notes supplied the transcripts. RESULTS Both teams succeeded in making a pain management plan for their patient. The common examination of the patient was crucial for the students' approaches to pain management and changed their pre-assumptions about the patients' pain. By sharing knowledge and reflecting together, the students reached a common consensus on suggestions for management of the patients' problems. Interprofessional collaboration fostered enthusiasm and a more holistic pain management approach. However, students' lack of knowledge limited their understanding of pain. CONCLUSION Knowledge of pain management in nursing home patients and the practice of interprofessional cooperation should be included in pain curricula for health care professionals.
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Affiliation(s)
- Elin Damsgård
- Department of Health and Care Sciences, UiT/The Arctic University of Norway, Langnes, Tromsø, Norway.
| | - Hege Solgård
- Department of Health and Care Sciences, UiT/The Arctic University of Norway, Langnes, Tromsø, Norway
| | - Karin Johannessen
- Department of Health and Care Sciences, UiT/The Arctic University of Norway, Langnes, Tromsø, Norway
| | - Katrine Wennevold
- Department of Community Medicine, UiT/The Arctic University of Norway, Langnes, Tromsø, Norway
| | - Gunnvald Kvarstein
- Department of Clinical Medicine, UiT/The Arctic University of Norway, Langnes, Tromsø, Norway
| | - Gunn Pettersen
- Department of Health and Care Sciences, UiT/The Arctic University of Norway, Langnes, Tromsø, Norway
| | - Beate Garcia
- Department of Pharmacy, UiT/The Arctic University of Norway, Langnes, Tromsø, Norway
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Shipton EE, Bate F, Garrick R, Steketee C, Visser EJ. Pain medicine content, teaching and assessment in medical school curricula in Australia and New Zealand. BMC MEDICAL EDUCATION 2018; 18:110. [PMID: 29751806 PMCID: PMC5948674 DOI: 10.1186/s12909-018-1204-4] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2017] [Accepted: 04/20/2018] [Indexed: 05/03/2023]
Abstract
BACKGROUND The objective of pain medicine education is to provide medical students with opportunities to develop their knowledge, skills and professional attitudes that will lead to their becoming safe, capable, and compassionate medical practitioners who are able to meet the healthcare needs of persons in pain. This study was undertaken to identify and describe the delivery of pain medicine education at medical schools in Australia and New Zealand. METHOD All 23 medical schools in Australia and New Zealand in 2016 were included in this study. A structured curriculum audit tool was used to obtain information on pain medicine curricula including content, delivery, teaching and assessment methods. RESULTS Nineteen medical schools (83%) completed the curriculum audit. Neurophysiology, clinical assessment, analgesia use and multidimensional aspects of pain medicine were covered by most medical schools. Specific learning objectives for pain medicine were not identified by 42% of medical schools. One medical school offered a dedicated pain medicine module delivered over 1 week. Pain medicine teaching was delivered at all schools by a number of different departments throughout the curriculum. Interprofessional learning (IPL) in the context of pain medicine education was not specified by any of the medical schools. The mean time allocated for pain medicine teaching over the entire medical course was just under 20 h. The objective structured clinical examination (OSCE) was used by 32% of schools to assess knowledge and skills in pain medicine. 16% of schools were unsure of whether any assessment of pain medicine education took place. CONCLUSION This descriptive study provides important baseline information for pain medicine education at medical schools in Australia and New Zealand. Medical schools do not have well-documented or comprehensive pain curricula that are delivered and assessed using pedagogically-sound approaches considering the complexity of the topic, the prevalence and public health burden of pain.
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Affiliation(s)
- Elspeth Erica Shipton
- School of Medicine, University of Notre Dame Australia, UNDA, P O Box 1225, Fremantle, WA 6160 Australia
| | - Frank Bate
- School of Medicine, University of Notre Dame Australia, UNDA, P O Box 1225, Fremantle, WA 6160 Australia
| | - Raymond Garrick
- School of Medicine, University of Notre Dame Australia, UNDA, Sydney, Darlinghurst Campus, Darlinghurst, NSW 2000 Australia
| | - Carole Steketee
- The Learning and Teaching Office, University of Notre Dame Australia, UNDA, P O Box 1225, Fremantle, WA 6160 Australia
| | - Eric John Visser
- School of Medicine, University of Notre Dame Australia, UNDA, P O Box 1225, Fremantle, WA 6160 Australia
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Watt-Watson J, Lax L, Davies R, Langlois S, Oskarsson J, Raman-Wilms L. The Pain Interprofessional Curriculum Design Model. PAIN MEDICINE 2018; 18:1040-1048. [PMID: 28339975 DOI: 10.1093/pm/pnw337] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
Objective Although the University of Toronto Centre for the Study of Pain has successfully implemented an Interfaculty Pain Curriculum since 2002, we have never formalized the process in a design model. Therefore, our primary aim was to develop a model that provided an overview of dynamic, interrelated elements that have been important in our experience. A secondary purpose was to use the model to frame an interactive workshop for attendees interested in developing their own pain curricula. Methods The faculties from Dentistry, Medicine, Nursing, Occupational Therapy, Pharmacy, and Physical Therapy met to develop the model components. Discussion focused on patient-centered pain assessment and management in an interprofessional context, with pain content being based on the International Association for the Study of Pain-Interprofessional Pain Curriculum domains and related core pain competencies. Profession-specific requirements were also considered, including regulatory/course requirements, level of students involved, type of course delivery, and pedagogic strategies. Results The resulting Pain Interprofessional Curriculum Design Model includes components that are dynamic, competency-based, collaborative, and interrelated. Key questions important to developing curricular components guide the process. The Model framed two design workshops with very positive responses from international and national attendees. Conclusions The Pain Interprofessional Curriculum Design Model is based on established pain curricula and related competencies that are relevant to all health science students at the prelicensure (entry-to-practice) level. The model has been developed from our experience, and the components resonated with workshop attendees from other regions. This Model provides a basis for future interventions in curriculum design and evaluation.
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Affiliation(s)
| | - Leila Lax
- Biomedical Communications, Institute of Medical Science
| | | | | | | | - Lalitha Raman-Wilms
- Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario, Canada
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Murphy L, Lax L, Musa R, Langlois S, Kanofsky S, Hunter J, Kumbhare D, Promislow S, Oskarsson J, Davies R, Cockburn L, Barry M, Bjelajac Mejia A, Lanca J, Dao T, Watt-Watson J, Stevens B. Mapping of pain curricula across health professions programs at the University of Toronto. Can J Pain 2018; 2:182-190. [PMID: 35005378 PMCID: PMC8730574 DOI: 10.1080/24740527.2018.1479841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Affiliation(s)
- Laura Murphy
- Department of Pharmacy, University Health Network , Toronto, Ontario, Canada
| | - Leila Lax
- Biomedical Communications, Institute of Medical Science, Faculty of Medicine, University of Toronto , Toronto, Ontario, Canada
| | - Renata Musa
- University of Toronto Centre for the Study of Pain, University of Toronto , Toronto, Ontario, Canada
| | - Sylvia Langlois
- Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto , Toronto, Ontario, Canada
| | - Sharona Kanofsky
- Physician Assistant Program, University of Toronto , Toronto, Ontario, Canada
| | - Judith Hunter
- Department of Physical Therapy, Faculty of Medicine, University of Toronto , Toronto, Ontario, Canada
| | - Dinesh Kumbhare
- Department of Medicine, Division of Physical Medicine and Rehabilitation, University of Toronto , Toronto, Ontario, Canada
- Toronto Rehabilitation Institute, University Health Network , Toronto, Ontario, Canada
| | - Sara Promislow
- University of Toronto Centre for the Study of Pain, University of Toronto , Toronto, Ontario, Canada
| | - Jon Oskarsson
- University of California San Francisco, Zuckerberg San Francisco General , San Francisco, California, USA
| | - Robyn Davies
- Department of Physical Therapy, Faculty of Medicine, University of Toronto , Toronto, Ontario, Canada
- Bridgepoint Health, Sinai Health System , Toronto, Ontario, Canada
| | - Lynn Cockburn
- Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto , Toronto, Ontario, Canada
| | - Maureen Barry
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto , Toronto, Ontario, Canada
| | | | - Jose Lanca
- Faculty of Dentistry, University of Toronto , Toronto, Ontario, Canada
- Faculty of Medicine, University of Toronto , Toronto, Ontario, Canada
| | - Thuan Dao
- Faculty of Dentistry, University of Toronto , Toronto, Ontario, Canada
| | - Judy Watt-Watson
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto , Toronto, Ontario, Canada
| | - Bonnie Stevens
- University of Toronto Centre for the Study of Pain, University of Toronto , Toronto, Ontario, Canada
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto , Toronto, Ontario, Canada
- Faculty of Dentistry, University of Toronto , Toronto, Ontario, Canada
- Faculty of Medicine, University of Toronto , Toronto, Ontario, Canada
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Webster F, Bremner S, Oosenbrug E, Durant S, McCartney CJ, Katz J. From Opiophobia to Overprescribing: A Critical Scoping Review of Medical Education Training for Chronic Pain. PAIN MEDICINE (MALDEN, MASS.) 2017; 18:1467-1475. [PMID: 28371881 PMCID: PMC5914373 DOI: 10.1093/pm/pnw352] [Citation(s) in RCA: 46] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
BACKGROUND Chronic pain is a significant health problem strongly associated with a wide range of physical and mental health problems, including addiction. The widespread prevalence of pain and the increasing rate of opioid prescriptions have led to a focus on how physicians are educated about chronic pain. This critical scoping review describes the current literature in this important area, identifying gaps and suggesting avenues for further research starting from patients' standpoint. METHODS A search of the ERIC, MEDLINE, and Social Sciences Abstracts databases, as well as 10 journals related to medical education, was conducted to identify studies of the training of medical students, residents, and fellows in chronic noncancer pain. RESULTS The database and hand-searches identified 545 articles; of these, 39 articles met inclusion criteria and underwent full review. Findings were classified into four inter-related themes. We found that managing chronic pain has been described as stressful by trainees, but few studies have investigated implications for their well-being or ability to provide empathetic care. Even fewer studies have investigated how educational strategies impact patient care. We also note that the literature generally focuses on opioids and gives less attention to education in nonpharmacological approaches as well as nonopioid medications. DISCUSSION The findings highlight significant discrepancies between the prevalence of chronic pain in society and the low priority assigned to educating future physicians about the complexities of pain and the social context of those afflicted. This suggests the need for better pain education as well as attention to the "hidden curriculum."
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Affiliation(s)
- Fiona Webster
- Institute of Health Policy Management and Evaluation and Wilson Centre for Education Research, University of Toronto, Toronto, ON, Canada
| | - Samantha Bremner
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON, Canada
| | - Eric Oosenbrug
- Department of Psychology, York University, Toronto, ON, Canada
| | - Steve Durant
- Institute of Health Policy Management and Evaluation and Wilson Centre for Education Research, University of Toronto, Toronto, ON, Canada
| | | | - Joel Katz
- Department of Anesthesiology, University of Ottawa, Ottawa, ON, Canada
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Bradshaw YS, Patel Wacks N, Perez-Tamayo A, Myers B, Obionwu C, Lee RA, Carr DB. Deconstructing One Medical School’s Pain Curriculum: II. Partnering with Medical Students on an Evidence-Guided Redesign. PAIN MEDICINE 2017; 18:664-679. [DOI: 10.1093/pm/pnw340] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Bradshaw YS, Patel Wacks N, Perez-Tamayo A, Myers B, Obionwu C, Lee RA, Carr DB. Deconstructing One Medical School's Pain Curriculum: I. Content Analysis. PAIN MEDICINE 2017; 18:655-663. [PMID: 28122938 DOI: 10.1093/pm/pnw293] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Objective Inventory one medical school's first- and second-year pain-related curriculum in order to explore opportunities to teach about pain both as a social, population-based process and as a neuron-centered phenomenon. Design Deconstruction of pain-related curricular content through a detailed content inventory and analysis by students and faculty. Setting and Subjects University-affiliated US medical school. Methods Detailed inventory and content analysis of first- and second-year curricular materials. Results The inventory of pain content showed fragmentation, mostly presenting it as a symptom without an underlying framework. Conclusion Analysis of one medical school's pain-related curricular materials reveals opportunities for a more unified perspective that includes pain as a widespread disease state (not merely a symptom) and to provide an emphasis in the curriculum consistent with pain's public health burden.
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Affiliation(s)
- Ylisabyth S Bradshaw
- Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Neha Patel Wacks
- Department of Family Medicine and Community Health, University of Massachusetts, Amherst, Massachusetts, USA
| | - Alejandra Perez-Tamayo
- Department of Surgery, University of Vermont School of Medicine, Burlington, Vermont, USA
| | - Brenden Myers
- College of Osteopathic Medicine, University of New England, Biddeford, Maine, USA
| | - Chukwueloka Obionwu
- Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Rebecca A Lee
- Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Daniel B Carr
- Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts, USA
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Abstract
The introduction of pain medicine (cross-sectional subject 14, QF 14) into the Human Medicine study program is a great opportunity. A knowledge gap concerning the treatment of pain patients outside of specialized pain centers has been recognized for many years. This gap might be closed or at least reduced by a compulsory curriculum in pain medicine. If implementation of new lessons for QF 14 is not possible, pain medicine could be represented by labelled elements in the existing curriculum, in order to highlight the field. The core curriculum must now be converted into appropriate teaching and test formats. Due to the autonomy and heterogeneity of German medical faculties, no uniform solution will be achieved. In contrast, this diversity and the entirely new implementation of the cross-sectional subject will allow structured evaluation of different teaching and examination formats with respect to teaching outcome in benchmarking investigations in the coming semesters. Practically experienced lecturers and theory-driven medical educationalists are called upon to get involved with the development, implementation, and evaluation of pain medicine in undergraduate education in Germany. Teaching enthusiasts are encouraged to dedicate themselves to the strenuous, but stimulating task of implementing QF 14. The Deutsche Schmerzgesellschaft (German Pain Society) will offer support for this.
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Affiliation(s)
- A Kopf
- Klinik für Anästhesiologie mit Schwerpunkt Intensivmedizin, Charité - Universitätsmedizin Berlin, Campus Benjamin Franklin, Hindenburgdamm 30, 12202, Berlin, Deutschland.
| | - M Dusch
- Klinik für Anästhesiologie, Medizinische Hochschule Hannover, Carl-Neuberg-Strasse 1, Hannover, 30625, Deutschland
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Beitel M, Oberleitner L, Kahn M, Kerns RD, Liong C, Madden LM, Ginn J, Barry DT. Drug Counselor Responses to Patients’ Pain Reports: A Qualitative Investigation of Barriers and Facilitators to Treating Patients with Chronic Pain in Methadone Maintenance Treatment. PAIN MEDICINE 2017; 18:2152-2161. [DOI: 10.1093/pm/pnw327] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Bailey JM, Perkowski LC. Combining Expertise: Reflecting on a Team Approach to Curriculum Development and Implementation. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2016; 3:JMECD.S38104. [PMID: 29349312 PMCID: PMC5736272 DOI: 10.4137/jmecd.s38104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/01/2015] [Revised: 02/08/2016] [Accepted: 02/08/2016] [Indexed: 06/07/2023]
Abstract
INTRODUCTION This article discussed curriculum development and implementation using a unique collaboration of basic scientists and clinicians functioning as course co-directors. It explores the pros, cons, and unintended consequences of this integrated approach through reflections of the faculty involved. METHODS Ten faculty participated in semi-structured phone interviews to reflect on their experiences. RESULTS Analysis of interview transcripts revealed four key themes: (1) the value of the basic scientist and clinician partnership, (2) strategies for coordination, (3) balancing responsibilities, and (4) hierarchy and power. DISCUSSION This study identified that both basic scientists and clinicians experienced benefits from using a course co-director collaborative approach to curriculum development and implementation. While challenges are also noted, the benefits of the collaboration were evident in course organization, course evaluation reports, student feedback, and USMLE Step I pass rate.
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Affiliation(s)
- Jean M. Bailey
- Educator Development Programs, Central Michigan University, College of Medicine, Mt Pleasant, Michigan, USA
| | - Linda C. Perkowski
- Central Michigan University, College of Medicine, Mt Pleasant, Michigan, USA
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Tsakitzidis G, Timmermans O, Callewaert N, Truijen S, Meulemans H, Van Royen P. Participant evaluation of an education module on interprofessional collaboration for students in healthcare studies. BMC MEDICAL EDUCATION 2015; 15:188. [PMID: 26506990 PMCID: PMC4624698 DOI: 10.1186/s12909-015-0477-0] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/24/2014] [Accepted: 10/23/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Interprofessional collaboration is considered a key-factor to deliver the highest quality of care. Interprofessional collaboration (IPC) assumes a model of working together, in particular with awareness of the process of interprofessional collaboration, to develop an integrated and cohesive answer to the needs of the client/family/population. Educational modules are developed in response to a perceived need to improve interprofessional collaboration for the benefit of patientcare. Up until 2005 no explicit module on interprofessional collaboration existed in the education programs of the Antwerp University Association (AUHA). During a decade the 'Interprofessional Collaboration In Healthcare (IPCIHC) - module' is organised and evaluated by its participants. METHODS One group, post-test design was used to gather data from the participating students using a structured questionnaire. Data was collected between March 2005 and March 2014 from participating final year students in healthcare educational programs. RESULTS 3568 (84 % overall response) students evaluated the IPCIHC module from 2005 up to 2014. Over 80 % of the participants were convinced the IPCIHC increased their knowledge and changed their understanding that it will impact their future professional relationships, and felt a greater understanding about problem-solving in healthcare teams. Even though the results indicate that the goals of the IPCIHC module were achieved, less than 60 % of the participants experienced a change in attitude towards other professional groups. CONCLUSIONS Despite the positive outcomes from the participants, the challenge still remains to keep on educating future healthcare providers in interprofessional collaboration in order to achieve an increase in interprofessional behaviour towards other professional groups. Research is needed to investigate the effectiveness of undergraduate programs on the quality and safety of patientcare in practice.
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Affiliation(s)
- Giannoula Tsakitzidis
- Department of Primary and Interdisciplinary Care, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium.
| | - Olaf Timmermans
- Department of Nursing and Midwifery Sciences, Faculty of Medicine and Health Sciences, Centre for Research and Innovation in Care, University of Antwerp, Antwerp, Belgium.
- HZ University of Applied Sciences, Vlissingen, The Netherlands.
| | - Nadine Callewaert
- Department of Health Sciences, Artesis-Plantijn University College of Antwerp, Antwerp, Belgium.
| | - Steven Truijen
- Department of Rehabilitation Sciences and Physiotherapy, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium.
| | - Herman Meulemans
- Department of Sociology and Research Centre for Longitudinal and Life Course Studies, University of Antwerp, Antwerp, Belgium.
- Centre for Health Systems Research and Development, University of the Free State, Bloemfontein, South Africa.
| | - Paul Van Royen
- Department of Primary and Interdisciplinary Care, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium.
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Adillón C, Lozano È, Salvat I. Comparison of pain neurophysiology knowledge among health sciences students: a cross-sectional study. BMC Res Notes 2015; 8:592. [PMID: 26493565 PMCID: PMC4619188 DOI: 10.1186/s13104-015-1585-y] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2015] [Accepted: 10/14/2015] [Indexed: 11/10/2022] Open
Abstract
Background A key tool for use in approaching chronic pain treatment is educating patients to reconceptualize pain. Thus, health professionals are fundamental to the transmission of pain information to patients. Because their understanding of pain is acquired during the educational process, the aim of this study was to compare the knowledge about pain neurophysiology in first and final-year students from three different health science programs at a single University to determine their gain in knowledge using a well-known questionnaire designed to evaluate the understanding of pain. Methods The Neurophysiology of Pain Questionnaire (19 closed-ended questions) was administered to students in their first and final years of study in Medicine, Physiotherapy, or Nutrition. The percentage of correct responses was determined and comparisons of the results were analyzed between the programs as well as between the first and final years of study within each program. For all tests, p-values were two-sided, and results with p-values below 0.05 were considered statistically significant. Results The participation rate was greater than 51 % (n = 285). The mean percentage of correct responses, reported as mean (SD), among the first year students was 42.14 (12.23), without significant statistical differences detected between the programs. The mean percentages of correct responses for students in their final year were as follows: Medicine, 54.38 (13.87); Physiotherapy, 68.92 (16.22); Nutrition, 42.34 (10.11). We found statistically significant differences among all three programs and between the first and final years in Medicine and Physiotherapy. A question-by-question analysis showed that the percentage of correct responses for questions related to the biopsychosocial aspects of pain was higher for students in Physiotherapy than those in Medicine. Conclusions Students in their final years of Medicine and Physiotherapy programs know more about the neurophysiology of pain than students in their first years of these programs, however there are some questions where first years students have better results. Physiotherapy students have greater knowledge of neurophysiology of pain than Medicine students, especially the biopsychosocial aspects. Even so, their understanding may not be sufficient and does not guarantee an approach to chronic pain that will help patients reconceptualize their pain. Electronic supplementary material The online version of this article (doi:10.1186/s13104-015-1585-y) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Cristina Adillón
- Unit of Preventive Medicine and Public Health, Department of Ciències Mèdiques Bàsiques, Faculty of Medicina i Ciències de la Salut, Rovira i Virgili University, Reus, Spain. .,Unit of Physiotherapy, Department of Medicina i Cirurgia, Faculty of Medicina i Ciències de la Salut, Rovira i Virgili University, Reus, Spain.
| | - Èrik Lozano
- Unit of Physiotherapy, Department of Medicina i Cirurgia, Faculty of Medicina i Ciències de la Salut, Rovira i Virgili University, Reus, Spain.
| | - Isabel Salvat
- Unit of Physiotherapy, Department of Medicina i Cirurgia, Faculty of Medicina i Ciències de la Salut, Rovira i Virgili University, Reus, Spain.
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Briggs EV, Battelli D, Gordon D, Kopf A, Ribeiro S, Puig MM, Kress HG. Current pain education within undergraduate medical studies across Europe: Advancing the Provision of Pain Education and Learning (APPEAL) study. BMJ Open 2015; 5:e006984. [PMID: 26260345 PMCID: PMC4538268 DOI: 10.1136/bmjopen-2014-006984] [Citation(s) in RCA: 71] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
OBJECTIVES Unrelieved pain is a substantial public health concern necessitating improvements in medical education. The Advancing the Provision of Pain Education and Learning (APPEAL) study aimed to determine current levels and methods of undergraduate pain medicine education in Europe. DESIGN AND METHODS Using a cross-sectional design, publicly available curriculum information was sought from all medical schools in 15 representative European countries in 2012-2013. Descriptive analyses were performed on: the provision of pain teaching in dedicated pain modules, other modules or within the broader curriculum; whether pain teaching was compulsory or elective; the number of hours/credits spent teaching pain; pain topics; and teaching and assessment methods. RESULTS Curriculum elements were publicly available from 242 of 249 identified schools (97%). In 55% (133/242) of schools, pain was taught only within compulsory non-pain-specific modules. The next most common approaches were for pain teaching to be provided wholly or in part via a dedicated pain module (74/242; 31%) or via a vertical or integrated approach to teaching through the broader curriculum, rather than within any specific module (17/242; 7%). The curricula of 17/242 schools (7%) showed no evidence of any pain teaching. Dedicated pain modules were most common in France (27/31 schools; 87%). Excluding France, only 22% (47/211 schools) provided a dedicated pain module and in only 9% (18/211) was this compulsory. Overall, the median number of hours spent teaching pain was 12.0 (range 4-56.0 h; IQR: 12.0) for compulsory dedicated pain modules and 9.0 (range 1.0-60.0 h; IQR: 10.5) for other compulsory (non-pain specific) modules. Pain medicine was principally taught in classrooms and assessed by conventional examinations. There was substantial international variation throughout. CONCLUSIONS Documented pain teaching in many European medical schools falls far short of what might be expected given the prevalence and public health burden of pain.
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Affiliation(s)
- Emma V Briggs
- Florence Nightingale Faculty of Nursing and Midwifery, King's College London, London, UK
| | - Daniele Battelli
- Department of Anesthesia and Intensive Care, University of Modena e Reggio Emilia, Modena, Italy
| | - David Gordon
- Faculty of Health Sciences, University of Copenhagen, Copenhagen, Denmark
| | - Andreas Kopf
- Department of Anesthesiology and Intensive Care Medicine, Charité Medical University, Berlin, Germany
| | - Sofia Ribeiro
- Medical Resident in Public Health, Estrada de Mem-Martins, Algueirão Mem-Martins, Portugal
| | - Margarita M Puig
- Department of Anaesthesiology, Universitat Autònoma de Barcelona, Hospital del Mar, Paseo Marítimo, Barcelona, Spain
| | - Hans G Kress
- Department of Special Anaesthesia and Pain Therapy, Medical University/AKH Vienna, Vienna, Austria
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Sutherland SE, Moline KA. The ARCTIC Workshop: An Interprofessional Education Activity in an Academic Health Sciences Center. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.6.tb05935.x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | - Karen A. Moline
- Odette Cancer Center; Sunnybrook Health Sciences Center; University of Toronto; Michener Institute for Applied Health Sciences
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Ung A, Salamonson Y, Hu W, Gallego G. Assessing knowledge, perceptions and attitudes to pain management among medical and nursing students: a review of the literature. Br J Pain 2015; 10:8-21. [PMID: 27551407 DOI: 10.1177/2049463715583142] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
INTRODUCTION Chronic pain results in significant personal, societal and economic burden. Doctors and nurses have a pivotal role in patient pain management. In order to determine the effectiveness of current pain education on knowledge, attitudes and perceptions of medical and nursing students, there needs to be a valid measure to assess and quantify these domains. We reviewed the literature to identify approaches for assessing knowledge, perceptions and attitudes to pain management among nursing and medical students. METHODS Databases of peer-reviewed literature including CINAHL, EMBASE, ERIC, PsycInfo, Medline and PubMed were searched for articles published between 1993 and December 2014 using the following search terms: student, graduate, intern, junior, pain, pain management, analgesia, analgesic, pharmacology, pharmacological, knowledge, competence, attitude, preparedness, practice, nursing, medical, doctor, nurse. RESULTS The search revealed over 3500 articles, and on application of the inclusion criteria, 26 articles were included in the review. A total of 14 instruments were used in these studies with the Knowledge and Attitudes Survey Regarding Pain (KASRP) as the main instrument in 9 out of the 26 articles. The various instruments used different question formats such as multiple-choice questions (MCQs), true/false statements and Likert scales that went from 3 points to 7 points. Clinical skills examinations were also used in four studies to assess pain management. CONCLUSION There is no gold standard instrument currently used to assess knowledge, perceptions and attitudes to pain management. The results of this review showed, despite the diversity of standardised instruments that have been used to assess knowledge, perceptions and attitude to pain management, the literature has consistently reported that knowledge about pain management among nursing and medical students was generally poor among both groups.
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Affiliation(s)
- Andrew Ung
- School of Medicine, University of Western Sydney, Penrith, NSW, Australia
| | - Yenna Salamonson
- School of Nursing and Midwifery, University of Western Sydney, Centre for Applied Nursing Research, Ingham Institute of Applied Medical Research, Penrith, NSW, Australia
| | - Wendy Hu
- School of Medicine, University of Western Sydney, Penrith, NSW, Australia
| | - Gisselle Gallego
- School of Medicine, University of Western Sydney, Penrith, NSW, Australia; Centre for Health Research, University of Western Sydney, Penrith, NSW, Australia; Faculty of Health Sciences, The University of Sydney, Lidcombe, NSW, Australia
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McGillion MH, Watt-Watson J. Pain Assessment and Management in Canada: We've Come a Long Way but there are Challenges on the Road Ahead. Can J Nurs Res 2015; 47:9-16. [PMID: 29509447 DOI: 10.1177/084456211504700102] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Affiliation(s)
- Michael H McGillion
- Heart and Stroke Foundation/Michael G. DeGroote Endowed Chair of Cardiovascular Nursing Research, School of Nursing, McMaster University, Hamilton, Ontario, Canada
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Hunter JP, Stinson J, Campbell F, Stevens B, Wagner SJ, Simmons B, White M, van Wyk M. A novel pain interprofessional education strategy for trainees: assessing impact on interprofessional competencies and pediatric pain knowledge. Pain Res Manag 2015; 20:e12-20. [PMID: 25144859 PMCID: PMC4325895 DOI: 10.1155/2015/159580] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Health care trainees⁄students lack knowledge and skills for the comprehensive clinical assessment and management of pain. Moreover, most teaching has been limited to classroom settings within each profession. OBJECTIVES To develop and evaluate the feasibility and preliminary outcomes of the 'Pain-Interprofessional Education (IPE) Placement', a five-week pain IPE implemented in the clinical setting. The utility (content validity, readability, internal consistency and practical considerations) of the outcome measures was also evaluated. METHODS A convenience sample of 21 trainees from eight professions was recruited over three Pain-IPE Placement cycles. Pre- and postcurriculum assessment included: pain knowledge (Pediatric Pain Knowledge and Attitudes Survey), IPE attitudes (Interdisciplinary Education Perception Scale [IEPS]) and IPE competencies (Interprofessional Care Core Competencies Global Rating Scales [IPC-GRS]), and qualitative feedback on process⁄acceptability. RESULTS Recruitment and retention met expectations. Qualitative feedback was excellent. IPE measures (IEPS and IPC-GRS) exhibited satisfactory utility. Postcurriculum scores improved significantly: IEPS, P<0.05; IPC-GRS constructs, P<0.01; and competencies, P<0.001. However, the Pediatric Pain Knowledge and Attitudes Survey exhibited poor utility in professions without formal pharmacology training. Scores improved in the remaining professions (n=14; P<0.01). DISCUSSION There was significant improvement in educational outcomes. The IEPS and IPC-GRS are useful measures of IPE-related learning. At more advanced training levels, a single pain-knowledge questionnaire may not accurately reflect learning across diverse professions. CONCLUSION The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies. The present study represents a first step at defining and assessing change in interprofessional competencies gained from Pain-IPE.
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Affiliation(s)
- Judith P Hunter
- Department of Physical Therapy, Faculty of Medicine, University of Toronto
| | - Jennifer Stinson
- Center for Nursing, The Hospital for Sick Children, and Lawrence S Bloomberg Faculty of Nursing, University of Toronto
- Child Health Evaluative Sciences, University of Toronto, Toronto, Ontario
- Lawrence S Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario
| | - Fiona Campbell
- Department of Anesthesia and Pain Medicine, The Hospital for Sick Children, University of Toronto, Toronto, Ontario
- Faculty of Medicine, University of Toronto, Toronto, Ontario
| | - Bonnie Stevens
- Center for Nursing, The Hospital for Sick Children, and Lawrence S Bloomberg Faculty of Nursing, University of Toronto
- Child Health Evaluative Sciences, University of Toronto, Toronto, Ontario
- Lawrence S Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario
| | - Susan J Wagner
- Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, Ontario
- Centre for Interprofessional Education, University of Toronto, Toronto, Ontario
| | - Brian Simmons
- Centre for Interprofessional Education, University of Toronto, Toronto, Ontario
- Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario
- Department of Pediatrics, Sunnybrook Health Science Centre, Toronto, Ontario
| | - Meghan White
- Child Health Evaluative Sciences, University of Toronto, Toronto, Ontario
| | - Margaret van Wyk
- Department of Physical Therapy, Faculty of Medicine, University of Toronto
- Child Health Evaluative Sciences, University of Toronto, Toronto, Ontario
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Abstract
OBJECTIVE The purpose of this study was to develop a brief knowledge survey about chronic noncancer pain that could be used as a reliable and valid measure of a provider's pain management knowledge. METHODS This study used a cross-sectional study design. A group of pain experts used a systematic consensus approach to reduce the previously validated KnowPain-50 to 12 questions (2 items per original 6 domains). A purposive sampling of pain specialists and health professionals generated from public lists and pain societies was invited to complete the KnowPain-12 online survey. Between April 4 and September 16, 2012, 846 respondents completed the survey. RESULTS Respondents included registered nurses (34%), physicians (23%), advanced practice registered nurses (14%), and other allied health professionals and students. Twenty-six percent of the total sample self-identified as "pain specialist." Pain specialists selected the most correct response to the knowledge assessment items more often than did those who did not identify as pain specialists, with the exception of 1 item. KnowPain-12 demonstrated adequate internal consistency reliability (α=0.67). Total scores across all 12 items were significantly higher (P<0.0001) among pain specialists compared with respondents who did not self-identify as pain specialists. DISCUSSION The psychometric properties of the KnowPain-12 support its potential as an instrument for measuring provider pain management knowledge. The ability to assess pain management knowledge with a brief measure will be useful for developing future research studies and specific pain management knowledge intervention approaches for health care providers.
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Hoeger Bement MK, Sluka KA. The current state of physical therapy pain curricula in the United States: a faculty survey. THE JOURNAL OF PAIN 2014; 16:144-52. [PMID: 25463698 DOI: 10.1016/j.jpain.2014.11.001] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2014] [Revised: 10/27/2014] [Accepted: 11/02/2014] [Indexed: 10/24/2022]
Abstract
UNLABELLED Insufficient pain education is problematic across the health care spectrum. Recent educational advancements have been made to combat the deficits in pain education to ensure that health care professionals are proficient in assessing and managing pain. The purpose of this survey was to determine the extent of pain education in current Doctorate of Physical Therapy schools in the United States, including how pain is incorporated into the curriculum, the amount of time spent teaching about pain, and the resources used to teach about pain. The survey consisted of 10 questions in the following subject areas: basic science mechanisms and concepts about pain, pain assessment, pain management, and adequacy of pain curriculum. The overall response was 77% (167/216) for the first series of responses of the survey (Question 1), whereas 62% completed the entire survey (Questions 2-10). The average contact hours teaching about pain was 31 ± 1.8 (mean ± standard error of the mean) with a range of 5 to 115 hours. The majority of schools that responded covered the science of pain, assessment, and management. Less than 50% of respondents were aware of the Institute of Medicine report on pain or the International Association for the Study of Pain guidelines for physical therapy pain education. Only 61% of respondents believed that their students received adequate education in pain management. Thus, this survey demonstrated how pain education is incorporated into physical therapy schools and highlighted areas for improvement such as awareness of recent educational advancements. PERSPECTIVE This article demonstrates how pain education is incorporated into physical therapy curricula within accredited programs. Understanding the current structure of pain education in health professional curriculum can serve as a basis to determine if recent publications of guidelines and competencies impact education.
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Affiliation(s)
| | - Kathleen A Sluka
- Department of Physical Therapy and Rehabilitation Science, Pain Research Program, Carver College of Medicine, University of Iowa, Iowa City, Iowa.
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Abstract
Curriculum development processes and guidelines in Europe are discussed. Both medical and nursing education are addressed and the goals of interprofessional education are described. The need to involve other professional liaison groups is described. Integration of research findings into education and multidisciplinary educational strategies are encouraged. This report is adapted from paineurope 2014; Issue 2, ©Haymarket Medical Publications Ltd, and is presented with permission. Paineurope is provided as a service to pain management by Mundipharma International, LTD and is distributed free of charge to healthcare professionals in Europe. Archival issues can be accessed via the website: http://www.paineurope.com at which European health professionals can register online to receive copies of the quarterly publication.
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Abstract
SUMMARY The last 10-15 years have seen an increase in the use of opioids in chronic noncancer pain. The consequences of increased use only gradually became apparent. The five pillars of pain management were developed as a convenient mechanism for the management of chronic noncancer pain and to allow for a comprehensive approach to patient care. The mnemonic ADDOP was developed: 'A' pillar one - assessment including risk and symptom assessment; 'D' pillar two - defining and treating the underlying condition; 'D' pillar three - making a pain diagnosis and going down an established path of treatment; 'O' pillar four - other treatments embracing the biopsychosocial model and treating co-morbidities; 'P' pillar five - patient self-management, personal responsibility and patient education. Adopting this method will prevent the practitioner and the patient from being drowned in the 'swamp of pain management'. If in doubt, the five pillars should be revisited and reviewed in any patient in which problems arise. This article is a commentary based on the author's clinical experience and observations. The recommendations and generalizations are not based on a systemic review of controlled trials. The article adds to the research-based recommendations that have already been published (i.e., the 2010 Canadian guidelines) by highlighting some of the issues and events surrounding the use of opioids for chronic noncancer pain and the thinking that went into the need to develop such guidelines. However, the Canadian Guidelines address the opiate issue only. They do not look at other aspects of pain management. By contrast, the five pillars of pain management provides a framework for the use of other modalities, other medications and other nonpharmacologic treatment, and self-management techniques. The five pillars represent a counterpoint, and emphasizes the need for risk assessment and a multipronged, holistic approach to the patient with chronic pain.
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Affiliation(s)
- Allan Gordon
- Wasser Pain Management Centre, Mount Sinai Hospital, Toronto, ON, Canada.
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An interprofessional consensus of core competencies for prelicensure education in pain management: curriculum application for physical therapy. Phys Ther 2014; 94:451-65. [PMID: 24309615 PMCID: PMC4023081 DOI: 10.2522/ptj.20130346] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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Leegaard M, Valeberg BT, Haugstad GK, Utne I. Survey of Pain Curricula for Healthcare Professionals in Norway. ACTA ACUST UNITED AC 2014. [DOI: 10.1177/010740831403400110] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Neville MW, Bradley Clemmons A, Hunter CS. Application of opioid analgesia concepts in a third-year pharmacy student skills laboratory on three campuses. J Pain Palliat Care Pharmacother 2014; 28:10-8. [PMID: 24499395 DOI: 10.3109/15360288.2013.873512] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The objective of this study was to evaluate the effects of a skills laboratory exercise focused on principles of opioid analgesia on the knowledge, attitudes, and self-perceived skills of third-year (P3) pharmacy students on three campuses of the University of Georgia College of Pharmacy. The study evaluated the effects of a 2-hour skills laboratory exercise focused on technical aspects of opioid analgesia and included three stations: programming a pump to deliver a fentanyl drip/Richmond Agitation Sedation Scale (RAAS) scoring, using an equianalgesic dosing table, and compounding a patient-controlled analgesia syringe. A 12-item, online survey was distributed 2 weeks prior (pre-intervention) to the analgesia skills laboratory. A 2-hour laboratory was delivered on each campus and the survey was administered again (post-intervention) at the conclusion of the laboratory. One hundred and thirty-five students (93%) completed the pre- and post-intervention surveys. Significant changes (P < .05) between pre- and post-intervention scores were observed in two of five (40%) of the knowledge, all four (100%) of the self-perceived skills, and all three (100%) of the attitude items. Intercampus differences between pre- and post-intervention scores were minor. The authors concluded that skills laboratory exercises can effectively change the attitudes and self-perceived skill level of P3 pharmacy students and reinforce previously acquired knowledge.
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50
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Doorenbos AZ, Gordon DB, Tauben D, Palisoc J, Drangsholt M, Lindhorst T, Danielson J, Spector J, Ballweg R, Vorvick L, Loeser JD. A blueprint of pain curriculum across prelicensure health sciences programs: one NIH Pain Consortium Center of Excellence in Pain Education (CoEPE) experience. THE JOURNAL OF PAIN 2013; 14:1533-8. [PMID: 24094694 DOI: 10.1016/j.jpain.2013.07.006] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2013] [Revised: 07/01/2013] [Accepted: 07/13/2013] [Indexed: 11/24/2022]
Abstract
UNLABELLED To improve U.S. pain education and promote interinstitutional and interprofessional collaborations, the National Institutes of Health Pain Consortium has funded 12 sites to develop Centers of Excellence in Pain Education (CoEPEs). Each site was given the tasks of development, evaluation, integration, and promotion of pain management curriculum resources, including case studies that will be shared nationally. Collaborations among schools of medicine, dentistry, nursing, pharmacy, and others were encouraged. The John D. Loeser CoEPE is unique in that it represents extensive regionalization of health science education, in this case in the region covering the states of Washington, Wyoming, Alaska, Montana, and Idaho. This paper describes a blueprint of pain content and teaching methods across the University of Washington's 6 health sciences schools and provides recommendations for improvement in pain education at the prelicensure level. The Schools of Dentistry and Physician Assistant provide the highest percentage of total required curriculum hours devoted to pain compared with the Schools of Medicine, Nursing, Pharmacy, and Social Work. The findings confirm the paucity of pain content in health sciences curricula, missing International Association for the Study of Pain curriculum topics, and limited use of innovative teaching methods such as problem-based and team-based learning. PERSPECTIVE Findings confirm the paucity of pain education across the health sciences curriculum in a CoEPE that serves a large region in the United States. The data provide a pain curriculum blueprint that can be used to recommend added pain content in health sciences programs across the country.
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Affiliation(s)
- Ardith Z Doorenbos
- Department of Anesthesia and Pain Medicine, School of Medicine, University of Washington, Seattle, Washington; Department of Global Health, School of Medicine, University of Washington, Seattle, Washington; School of Nursing, University of Washington, Seattle, Washington.
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