Format

Send to

Choose Destination
See comment in PubMed Commons below
Pain Med. 2017 Apr 1;18(4):664-679. doi: 10.1093/pm/pnw340.

Deconstructing One Medical School's Pain Curriculum: II. Partnering with Medical Students on an Evidence-Guided Redesign.

Author information

1
Department of Public Health and Community Medicine Tufts University School of Medicine, Boston, Massachusetts.
2
Department of Family Medicine and Community Health University of Massachusetts, Worcester, Massachusetts.
3
Department of Surgery, University of Vermont School of Medicine, Burlington, Vermont.
4
College of Osteopathic Medicine, University of New England, Biddeford, Maine, USA.

Abstract

Objective.:

To reshape medical education about pain to present it as a population-based public health process as well as a neuron-centered phenomenon.

Design.:

Collaborate with students to apply a recent inventory of pain-related preclinical curricular content and clinical training in order to modify the current multiyear presentation and offer a broadened social perspective on pain. Appraise fourth-year medical students' pain-related educational needs by surveying their knowledge, attitudes, experience with the curriculum, and self-reported assessment of pain-related competencies.

Setting and subjects.:

University-affiliated medical school and its fourth-year medical students.

Methods.:

Analysis of a detailed inventory of first- and second-year curricula. Survey of graduating medical students assessing attitudes, skills, and confidence. Construction of a fourth-year pain education elective and collaboration with enrollees to better integrate pain throughout the four-year curriculum.

Results.:

This student-faculty collaboration produced an evidence-guided proposal to reorganize pain-related content across the longitudinal medical curriculum. An attitudes/skills/confidence survey of graduating medical students (104 respondents of 200 polled) found that 70% believed chances for successful outcomes treating chronic pain were low. Self-evaluated competency was high for evaluating (82%) and managing (69%) acute pain; for chronic pain, both were lower (evaluating = 38%; managing = 6%). Self-evaluated knowledge of pain physiology and neurobiology was poor (14%), fair (54%), or good (30%), but rarely excellent (2%).

Conclusions.:

To meet graduating students' desire for increased competency in pain, pain-related curricula can and should be reorganized to include pain as a disease state and a widespread public health burden, not merely a symptom.

KEYWORDS:

Curriculum; Education; Medical Students; Pain Medicine

PMID:
28586443
DOI:
10.1093/pm/pnw340
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for Silverchair Information Systems
    Loading ...
    Support Center