Functional neurological disorders: effective teaching for health professionals

Abstract

ObjectivesTo provide an outline for the delivery of an educational course or lecture about functional neurological disorders (FND) that is directed towards health professionals with varying clinical knowledge and to highlight the educational efficacy that can be derived from a well-designed educational platform.MethodThrough multidisciplinary collaboration, a course designed to develop the skills for diagnosis and management of FND was created. Elements essential to the delivery of education are: (A) knowledge creation; (B) facilitating multidisciplinary cross-pollination; (C) listening to patients’ experiences; (D) communication skills practice; (E) case studies; (F) discipline specific mentoring; (G) establishing and addressing participant learning goals and (H) developing collegial and referral networks. Changes in participants’ knowledge and clinical practice were assessed via anonymous questionnaires before and after the course.ResultsDramatically improved knowledge and confidence in assessment and management of people with FND has been found both immediately following the course as well as on 6-month follow-up.ConclusionIt is possible to make real change in the understanding and management of medical and allied health clinicians working with people with FND with a low-cost intervention. Also, the development of educational networks and multidisciplinary collaboration can lead to the creation of therapeutic platforms for the diagnosis, management and advocacy of this patient group.

Disorders of gut‐brain interaction: Highly prevalent and burdensome yet under‐taught within medical education

“…In fact, general practitioners and non‐expert gastroenterologists are more likely to experience difficulties in confidently diagnosing common DGBI such as irritable bowel syndrome than they are inflammatory bowel disease 20 . Moreover, effective communication skills are essential in medicine but can be particularly challenging in patients with DGBI (or indeed any functional or somatic disorder) for which clinicians largely feel unprepared and undertrained 21,22 . Educational masterclasses and simulation‐based training for functional disorders have been shown to improve diagnostic confidence and communication skills, which subsequently leads to better patient‐provider relationship and reduced healthcare costs 21,22 .…”

“… 20 Moreover, effective communication skills are essential in medicine but can be particularly challenging in patients with DGBI (or indeed any functional or somatic disorder) for which clinicians largely feel unprepared and undertrained. 21 , 22 Educational masterclasses and simulation‐based training for functional disorders have been shown to improve diagnostic confidence and communication skills, which subsequently leads to better patient‐provider relationship and reduced healthcare costs. 21 , 22 Since 2007, the Rome Foundation has created educational tools to help physicians optimise their competencies when managing patients with DGBI ( https://theromefoundation.org ).…”

“… 21 , 22 Educational masterclasses and simulation‐based training for functional disorders have been shown to improve diagnostic confidence and communication skills, which subsequently leads to better patient‐provider relationship and reduced healthcare costs. 21 , 22 Since 2007, the Rome Foundation has created educational tools to help physicians optimise their competencies when managing patients with DGBI ( https://theromefoundation.org ). However, these workshops are accessed primarily by those with a specific interest in neurogastroenterology, so many clinicians who encounter such patients on a daily basis may not be aware of their availability.…”

#3100 A service evaluation of the experiences of patients with functional neurological disorders within the NHS

“…Simple education for all healthcare professionals involved in the care of FND patients may be a beneficial and cost-effective step toward decreasing the stigma and negative perceptions attached to FND. For example, Lehn et al (49) found that a brief educational course for healthcare professionals, created through multidisciplinary collaboration, was effective in improving the knowledge and confidence of professionals in assessing and supporting patients with FND, with this effect still present at 6 months follow up. Further, Rosendal et al (50) developed an educational programme to educate GPs about the assessment and management of functional disorders in general and found that the programme decreased GP's negative attitudes toward functional patients and increased their satisfaction with interacting with these patients.…”

Neurofunctional Intervention Approaches

“…The etiology of FND is still specifically not known [126]. FND is caused by a complex combination of biological, psychological and social factors on the brain [127]. Referring to Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) [128], the term functional was adopted as the primary definition in the functional neurological symptom disorder [128].…”