An interfaculty pain curriculum: lessons learned from six years experience.
Minimal pain content has been documented in pre-licensure curricula and students lack important pain knowledge at graduation. To address this problem, we have implemented and evaluated a mandatory Interfaculty Pain Curriculum (IPC) yearly since 2002 for students (N=817 in 2007) from six Health Science Faculties/Departments. The 20-h pain curriculum continues to involve students from Dentistry, Medicine, Nursing, Pharmacy, Physical Therapy, and Occupational Therapy as part of their 2nd or 3rd year program. Evaluation methods based on Kirkpatrick's model now include evaluation of a Comprehensive Pain Management Plan along with the previously used Pain Knowledge and Beliefs Questionnaire (PKPQ) and Daily Content and Process Questionnaires (DCPQ). Important lessons have been learned and subsequent changes made in this iterative curriculum design based on extensive evaluation over the 6-year period. Modifications have included case development more relevant to the diverse student groups, learning contexts that are uni-, inter-, and multi-professional, and facilitator development in working with interprofessional student groups. PKBQ scores have improved in all years with a statistically significant average change on correct responses from 14% to 17%. The DCPQ responses have also indicated consistently that most students (85-95%) rated highly the patient panel, expert-lead clinically focused sessions, and small interprofessional groups. Relevancy and organization of the information presented have been generally rated highly from 80.3% to 91.2%. This curriculum continues to be a unique and valuable learning opportunity as we utilize lessons learned from extensive evaluation to move the pain agenda forward with pre-licensure health science students.
Hunter
Judith
J
Department of Physical Therapy, University of Toronto, 160 - 500 University Avenue, Toronto, Ont., Canada M5G 1V7 Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, 155 College Street, Toronto, Ont., Canada, M5T 1P8 Leslie Dan, Faculty of Pharmacy, University of Toronto, 144 College Street, Toronto, Ont., Canada M5S 3M2 Department of Occupational Science and Occupational Therapy, University of Toronto, 160 - 500 University Avenue, Toronto, Ont., Canada M5G 1V7 Biomedical Communications, Faculty of Medicine, University of Toronto, 1 King's College Circle, Room 2356, Toronto, Ont., Canada M5S 1A8 Faculty of Dentistry, University of Toronto, 124 Edward Street, Toronto, Ont., Canada M5G 1G6 Faculty of Medicine, University of Toronto, Medical Sciences Building, 1 King's College Circle, Toronto, Ont., Canada M5S 1A8.
Watt-Watson
Judy
J
McGillion
Michael
M
Raman-Wilms
Lalitha
L
Cockburn
Lynn
L
Lax
Leila
L
Stinson
Jennifer
J
Cameron
Andrea
A
Dao
Thuan
T
Pennefather
Peter
P
Schreiber
Martin
M
Librach
Larry
L
Kavanagh
Tricia
T
Gordon
Allan
A
Cullen
Nora
N
Mock
David
D
Salter
Michael
M
D003479:Curriculum / Q000639:trends*; D004521:Educational Measurement / Q000379:methods*; D005180:Faculty, Medical; D006801:Humans; D007396:Internship and Residency; D009864:Ontario; D010146:Pain / Q000175:diagnosis*; D059408:Pain Management; D011361:Professional Competence
Anderson E, Manek N, Davidson A. Evaluation of a model for maximizing interprofessional education in an acute hospital. J Interprof Care. 2006;20:182-194.
Barr H, Freeth D, Hammick M, Koppel I, Reeves S. The evidence base and recommendations for interprofessional education in health and social care. J Interprof Care. 2006;20:75-78.
Barr H, Hammick M, Koppel I, Reeves S. Systematic review of the effectiveness of interprofessional education: towards transatlantic collaboration. J Allied Health. 1999;28:104-108.
Carr EC, Brockbank K, Barrett RF. Improving pain management through interprofessional education: evaluation of a pilot project. Learn Health Social Care. 2003;2:6-17.
Cook DA. Models of interprofessional learning in Canada. J Interprof Care. 2005;19:107-115.
D’Amour D, Oandasan I. Interprofessionality as the field of interprofessional practice and interprofessional education: an emerging concept. J Interprof Care. 2005;19:8-20.
Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A best evidence systematic review of interprofessional education: BEME Guide No. 9. Med Teach. 2007;29:735-751.
Horsburgh M, Perkins R, Coyle B, Degeling P. The professional subcultures of students entering medicine, nursing and pharmacy programmes. J Interprof Care. 2006;20:425-431.
Irajpour A. Interprofessional education: a facilitator to enhance pain management? J Interprof Care. 2006;20:675-678.
Jackson CL, Nicholson C, Davidson B, McGuire T. Training the primary care team – a successful interprofessional education initiative. Aust Fam Physician. 2006;35:829-832.
Lax L, Watt-Watson J, Pennefather P, Hunter J, Scardamalia M. The Pain Week E-Learning Project: an undergraduate interprofessional knowledge building initiative. J Pain. 2006;4:726.
Leila NM, Pirkko H, Eeva P, Eija K, Reino P. Training medical students to manage a chronic pain patient: both knowledge and communication skills are needed. Eur J Pain. 2006;10:167-170.
Oandasan I, Reeves S. Key elements for interprofessional education. Part 1: The learner, the educator and the learning context. J Interprof Care. 2005;19:21-38.
Pollard K, Miers ME, Gilchrist M. Second year scepticism: pre-qualifying health and social care students’ midpoint self-assessment, attitudes and perceptions concerning interprofessional learning and working. J Interprof Care. 2005;19:251-268.
Poyhia R, Niemi-Murola L, Kalso E. The outcome of pain related undergraduate teaching in Finnish medical faculties. Pain. 2005;115:234-237.
Reeves S. A systematic review of the effects of interprofessional education on staff involved in the care of adults with mental health problems. J Psychiatr Ment Health Nurs. 2001;8:533-542.
Reeves S, Freeth D. The London training ward: an innovative interprofessional learning initiative. J Interprof Care. 2002;16:41-52.
Rochman DL. Student’s knowledge of pain: a survey of four schools. Occup Ther Int. 1998;5:140-154.
Simpson K, Kautzman L, Dodd S. The effects of a pain management education program on the knowledge level and attitudes of clinical staff. Pain Manag Nurs. 2002;3:87-93.
Slack MK, Coyle R, Draugalis J. An evaluation of instruments used to assess the impact of interdisciplinary training on health professions students. Issues Interdiscip Care. 2001;3:59-67.
Strong J, Tooth L, Unruh A. Knowledge about pain among newly graduated occupational therapists: relevance for curriculum development. Can J Occup Ther. 1999;66:221-228.
Unruh A. Teaching student occupational therapists about pain: a course evaluation. Can J Occup Ther. 1995;62:30-36.
Watt-Watson J, Clark AJ, Finley A, Watson P. Canadian Pain Society position statement on pain relief. Pain Res Manage. 1999;42:75-78.
Watt-Watson J, Hunter J, Pennefather P, Librach L, Raman-Wilms L, Schreiber M, et al. An integrated undergraduate pain curriculum, based on IASP curricula, for six health science faculties. Pain. 2004;110:140-148.
Watt-Watson JH. Coping with chronic pain. Axone. 1986;8:46-50.
Watt-Watson JH. Nurses’ knowledge of pain issues: a survey. J Pain Symptom Manage. 1987;2:207-211.
Wilson JF, Brockopp GW, Kryst S, Steger H, Witt WO. Medical students’ attitudes toward pain before and after a brief course on pain. Pain. 1992;50:251-256.
Zwarenstein M, Reeves S, Perrier L. Effectiveness of pre-licensure interprofessional education and post-licensure collaborative interventions. J Interprof Care. 2005;19:148-165.