Introduction to Pain Management for Third-Year Medical Students Team-Based Learning Module

Smith, Kiernan A.

doi:10.15766/mep_2374-8265.11095

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…Two studies [ 72 , 73 ] reported higher scores in tRAT compared to iRAT as their only knowledge results.…”

Section: Resultsmentioning

confidence: 99%

Team-based learning (TBL) in clinical disciplines for undergraduate medical students—a scoping review

Sterpu,

Herling,

Nordquist

et al. 2024

BMC Med Educ

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Background Team-based learning (TBL) is an evidence-based pedagogical method that has been used in undergraduate medical education since 2001. However, its use in clinical disciplines is rarely reported, and the impact of its implementation is not known. The aim of this study was to explore and map the published literature on the impact of implementing TBL in clinical disciplines in undergraduate medical education. Methods A comprehensive search of Medline, Education Resources Information Center (ERIC), and Web of Science databases was performed on November 24, 2021 and updated April 6, 2023, using relevant Medical Subject Headings (MeSH) and free-text terms. Original research studies reporting on the implementation of TBL in clinical disciplines in undergraduate medical education published in peer-reviewed English language journals were included irrespective of their methodological design. Results The initial search identified 2,383 records. Of these, 49 met the inclusion criteria. Most of the studies (n = 44, 90%) described the implementation of a modified version of TBL in which one or more TBL steps were missing, and one study had undefined protocol for the implementation. The most reported outcomes were knowledge acquisition (n = 38, 78%) and students’ satisfaction or attitudes toward TBL (n = 34, 69%). Despite some differences in their results, the studies found that implementing TBL is associated with increased knowledge acquisition (n = 19, 39%), student engagement (n = 6, 12%), and student satisfaction (n = 31, 63%). Conclusions Most of the studies reported positive results in students’ satisfaction and students’ engagement, whilst the results on knowledge acquisition and retention were more contradictory. In most of the studies, TBL was implemented in a modified form and diverse comparators were used. The methodological quality also varied. Thus, no unequivocal conclusions could be drawn regarding the value of implementing TBL in clinical disciplines. More studies with rigorous methodologies are needed in this field.

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“…Two studies [ 72 , 73 ] reported higher scores in tRAT compared to iRAT as their only knowledge results.…”

Section: Resultsmentioning

confidence: 99%

Team-based learning (TBL) in clinical disciplines for undergraduate medical students—a scoping review

Sterpu,

Herling,

Nordquist

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“… 11 Current UME-targeted publications emphasize pain management in palliative care 12 and family medicine. 13 These interventions highlight pain assessment and management specific to critically ill or dying patients and patients managing chronic pain, without focusing on assessment of acute pain in the undifferentiated patient. While MedEdPORTAL provides a handful of pain-related emergency medicine (EM) interventions, existing pieces are typically simulations or case-based learning scenarios utilizing a singular diagnosis (e.g., neck pain) as opposed to generalized acute pain.…”

Section: Introductionmentioning

confidence: 99%

Demystifying Acute Pain Management in the Emergency Department: A Case-Based Approach

Sehdev,

Lewis,

Barreveld

2023

MedEdPORTAL

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Introduction Acute pain is one of the most common complaints that presents to the emergency department. Despite its ubiquity, oligoanalgesia, or the undertreatment of pain, remains a problem in medicine, possibly due to minimal dedicated pain teaching for senior medical students transitioning to residency. Methods We designed a 2.5-hour interactive seminar for senior medical students transitioning into residency. The seminar included a chalk talk and case-based discussion, reviewed pain physiology, revisited pain assessment, and introduced pain management strategies using a novel acute pain plan to organize an analgesic approach from presentation through disposition from the emergency department. The didactic chalk talk was interwoven with a case of acute pain. Seminar materials promoted a near-peer teaching opportunity for future facilitators. Learners completed open-ended pre-/postsession knowledge assessments. Results Data were obtained from 19 fourth-year medical students enrolled in three iterations of a preinternship course at Harvard Medical School. Prior to the seminar, learners scored an average of 23.0 out of 53.0 points ( SD = 9.0) on the knowledge assessment, which improved to 36.6 out of 53.0 points ( SD = 6.7) following the seminar (paired t test p < .001). Learner satisfaction data revealed a positive response to the seminar: Learners felt more confident managing pain and highly recommended the seminar's continuation in the future. Discussion Initial data from this seminar suggest a need for and benefit of targeted pain education for senior medical students. Seminar materials can easily be adapted for learners in other departments or in early graduate medical education.

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Introduction to Pain Management for Third-Year Medical Students Team-Based Learning Module

Cited by 2 publications

References 11 publications

Team-based learning (TBL) in clinical disciplines for undergraduate medical students—a scoping review

Team-based learning (TBL) in clinical disciplines for undergraduate medical students—a scoping review

Demystifying Acute Pain Management in the Emergency Department: A Case-Based Approach

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