A focus on the future of opioid prescribing: implementation of a virtual opioid and pain management module for medical students

Abstract

Background The United States opioid epidemic is a devastating public health crisis fueled in part by physician prescribing. While the next generation of prescribers is crucial to the trajectory of the epidemic, medical school curricula designated to prepare students for opioid prescribing (OP) and pain management is often underdeveloped. In response to this deficit, we aimed to investigate the impact of an online opioid and pain management (OPM) educational intervention on fourth-year medical student knowledge, attitudes, and perceived competence. Methods Graduating students completing their final year of medical education at Sidney Kimmel Medical College of Thomas Jefferson University were sent an e-mail invitation to complete a virtual OPM module. The module consisted of eight interactive patient cases that introduced topics through a case-based learning system, challenging students to make decisions and answer knowledge questions about the patient care process. An identical pre- and posttest were built into the module to measure general and case-specific learning objectives, with responses subsequently analyzed using the Wilcoxon matched-pairs signed-rank test. Results Forty-three students (19% response rate) completed the module. All median posttest responses ranked significantly higher than paired median pretest responses (p < 0.05). Comparing the paired overall student baseline score to module completion, median posttest ranks (Mdn = 206, IQR = 25) were significantly higher than median pretest ranks (Mdn = 150, IQR = 24) (p < 0.001). Regarding paired median Perceived Competence Scale metrics specifically, perceived student confidence, capability, and ability in opioid management increased from “disagree” (2) to “agree” (4) (p < 0.001), and student ability to meet the challenge of opioid management increased from “neither agree nor disagree” (3) to “agree” (4) (p < 0.001). Additionally, while 77% of students reported receiving OP training in medical school, 21% reported no history of prior training. Conclusion Implementation of a virtual, interactive module with clinical context is an effective framework for improving the OPM knowledge, attitudes, and perceived competence of fourth-year medical students. This type of intervention may be an important method for standardizing and augmenting the education of future prescribers across multiple institutions.

Medical students’ attitudes and perceived competence regarding medical cannabis and its suggestibility

“…The students interrogated felt limited competence regarding the therapeutic use of opioids and MC. Several other studies also came to the conclusion that medical students feel insufficiently prepared to deal with opioids [ 28 , 29 ] or MC [ 16 , 17 , 30 , 31 ]. We showed that the seminar mostly helped improve the students’ perceived competence in dealing with a therapy involving MC, but also in dealing with patients with somatoform or chronic pain disorders.…”

Strategies to build and maintain competence in pain management: Insights from a SIAARTI survey on educational needs among Italian anesthesiologists

“…21 In addition, developing further training/educational tools to address the unmet needs in pain practice stands as an educational obligation. 22,23 Since its foundation in 1934, the Italian Society of Anaesthesia, Analgesia, Resuscitation, and Intensive Care (Società Italiana di Anestesia, Analgesia, Rianimazione e Terapia Intensiva, SIAARTI) has been devoted to promote the scientific and cultural development in multiple anesthesia-related fields, including pain medicine, by issuing guidelines on pain management. [24][25][26][27] Furthermore, in the last few years, SIAARTI promoted initiatives aimed at bridging the gaps in pain medicine in the Italian scenario which highlighted relevant educational needs to be addressed.…”

“…Second, education is a relevant component of therapeutic management as education alone was able to change appropriate analgesic use when motivated by the possibility to earn continuing medical education (CME) credits 21 . In addition, developing further training/educational tools to address the unmet needs in pain practice stands as an educational obligation 22,23 …”

A blended learning program focusing on comprehensive opioid management in pain (COMP): A pilot program

“…While many integrate interactive online features to engage participants in active learning, there are three main areas which are lacking in current available modules. Firstly, many modules lack clear curriculum, 3,4 perhaps due to the complexity of opioid management. Secondly, real-time input which has been recommended for effective online learning 5 is mostly unavailable.…”