Chronic non‐malignant pain: it's complicated

Bradner, Melissa; J, Burns; Amacher, Chase; Martino, Rachel; Santen, Sally A.

doi:10.1111/tct.12955

Cited by 2 publications

(2 citation statements)

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“…Learners valued the addition of skills-based teaching and engaged best with teaching that was experiential [ 47 ] and included either patients with PPS or simulated patients [ 45 , 48 , 49 ]. In one study the focus of the teaching was on interactive, practical teaching for emotionally demanding consultations and the skills taught in such a programme could be transferable to the PPS context [ 49 ].…”

Section: Resultsmentioning

confidence: 99%

“…See Table 3 for more details. Author Year Country Topic Study Type Wilson, J [27] 1992 USA Chronic Pain Teaching Intervention Turner, W [54] 2002 USA Chronic Pain Teaching Intervention Watt-Watson, J [20] 2004 Canada Chronic Pain Teaching Intervention Niemi-Murola, L [55] 2006 Finland Chronic Pain Teaching Intervention Friedberg, S [22] 2008 USA Medically Unexplained Symptoms Teaching Intervention Stevens DL, K [47] 2009 USA Chronic Pain Teaching Intervention Murinson, BB [19] 2011 USA Chronic Pain Teaching Intervention Morley-Forster, P [42] 2013 USA and Canada Chronic Pain Teaching Intervention Weiner, D [39] 2014 USA Chronic Pain Teaching Intervention Saypol, B [56] 2015 USA Disorder of Gut Brain Interaction Teaching Intervention Bradshaw, YS [57] 2017 USA Chronic Pain Teaching Intervention Bradner, M [48] 2019 USA Chronic Pain Teaching Intervention Vargovich, A [34] 2019 USA Chronic Pain Teaching Intervention Leeds, F [58] 2020 USA Fibromyalgia Teaching Intervention Gadde, U [59] 2020 USA Chronic Pain Teaching Intervention Campbell, W [60] 1992 UK (Ulster) Chronic Pain Survey Chibnall, J [61] 1997 USA Chronic Pain Survey Jason, LA [32] 2002 USA Chronic Fatigue Syndrome Survey Pöyhiä, R [40] 2005 Finland Chronic Pain Survey Niemi-Murola, L [62] 2007 Finland Chronic Pain Survey Ali, N [45] 2009 UK Chronic Pain Survey Howman, M [33] 2012 UK Medically Unexplained Symptoms Survey Morris, H [23] 2012 UK Chronic Pain Survey Briggs, AM [18] 2013 Australia Chronic Pain Survey Murinson, BB [41] 2013 USA Chronic Pain Survey Tauben, D [46] 2013 USA Chronic Pain Survey Amber, K [63] 2014 USA (Miami) Fibromyalgia Survey Amber, K [64] 2014 USA Fibromyalgia Survey Adillón, C [65] 2015 Spain Chronic Pain Survey Argyra, E [66] 2015 Greece Chronic Pain Survey Briggs, E …”

Section: Evaluation Of Teaching Studiesmentioning

confidence: 99%

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What are medical students taught about persistent physical symptoms? A scoping review of the literature

Nagel,

Queenan,

Burton

2024

BMC Med Educ

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Background Persistent Physical Symptoms (PPS) include symptoms such as chronic pain, and syndromes such as chronic fatigue. They are common, but are often inadequately managed, causing distress and higher costs for health care systems. A lack of teaching about PPS has been recognised as a contributing factor to poor management. Methods The authors conducted a scoping review of the literature, including all studies published before 31 March 2023. Systematic methods were used to determine what teaching on PPS was taking place for medical undergraduates. Studies were restricted to publications in English and needed to include undergraduate medical students. Teaching about cancer pain was excluded. After descriptive data was extracted, a narrative synthesis was undertaken to analyse qualitative findings. Results A total of 1116 studies were found, after exclusion, from 3 databases. A further 28 studies were found by searching the grey literature and by citation analysis. After screening for relevance, a total of 57 studies were included in the review. The most commonly taught condition was chronic non-cancer pain, but overall, there was a widespread lack of teaching and learning on PPS. Several factors contributed to this lack including: educators and learners viewing the topic as awkward, learners feeling that there was no science behind the symptoms, and the topic being overlooked in the taught curriculum. The gap between the taught curriculum and learners’ experiences in practice was addressed through informal sources and this risked stigmatising attitudes towards sufferers of PPS. Conclusion Faculties need to find ways to integrate more teaching on PPS and address the barriers outlined above. Teaching on chronic non-cancer pain, which is built on a science of symptoms, can be used as an exemplar for teaching on PPS more widely. Any future teaching interventions should be robustly evaluated to ensure improvements for learners and patients.

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Section: Resultsmentioning

confidence: 99%

Section: Evaluation Of Teaching Studiesmentioning

confidence: 99%

What are medical students taught about persistent physical symptoms? A scoping review of the literature

Nagel,

Queenan,

Burton

2024

BMC Med Educ

View full text Add to dashboard Cite

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What are medical students taught about Persistent Physical Symptoms? A scoping review of the literature

Catie,

Chloe,

Chris

2023

Preprint

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Background Persistent Physical Symptoms (PPS) include symptoms such as chronic pain, and syndromes such as chronic fatigue. They are common, but are often inadequately managed, causing distress and higher costs for health care systems. A lack of teaching about PPS has been recognised as a contributing factor to poor management. Methods The authors conducted a scoping review of the literature, including all studies published before 31 March 2023. Systematic methods were used to determine what teaching on PPS is currently taking place for medical undergraduates. Studies were restricted to publications in English and needed to include undergraduate medical students. Teaching about cancer pain was excluded. After descriptive data was extracted, a narrative synthesis was undertaken to analyse qualitative findings. Results A total of 1116 studies were found by 3 databases. 28 further studies were found by searching the grey literature and by citation analysis. After screening for relevance, a total of 57 studies were included in the review. There was a widespread lack of teaching and learning on PPS. Where teaching did take place, this was most commonly about chronic pain. PPS are viewed as awkward by educators and learners. Learners think that there is no science behind the symptoms. PPS is overlooked in the undergraduate teaching curriculum. The gap between the taught curriculum and learners’ experiences in practice is being addressed through informal sources and some students are taking on stigmatised attitudes towards sufferers of PPS. Conclusions Current suggestions for improvements in teaching are insufficient to address issues such as stigma and the poor understanding that educators and learners have about PPS. They also do not address barriers to implementation such as a lack of ownership of the topic and packed teaching curricula. Further empirical evidence is needed to demonstrate how to best teach and evaluate teaching about PPS.

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Chronic non‐malignant pain: it's complicated

Cited by 2 publications

References 4 publications

What are medical students taught about persistent physical symptoms? A scoping review of the literature

What are medical students taught about persistent physical symptoms? A scoping review of the literature

What are medical students taught about Persistent Physical Symptoms? A scoping review of the literature

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