The outcome of pain related undergraduate teaching in Finnish medical faculties

Pöyhiä, Reino; Niemi-Murola, Leila; Kalso, Eija

doi:10.1016/j.pain.2005.02.033

Cited by 43 publications

(52 citation statements)

References 18 publications

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“…Similarly, a study of Finnish undergraduate medical school education reported that conventional topics such as anatomy and physiology were well covered but found a lack of teaching about the concept of multidisciplinary care in pain management and a need for improvement in teaching quality and methods. 24 Indeed, many practicing physicians in the United States, including community family practitioners and internists and academic attending physicians for medical residents, report their own training as inadequate to manage chronic pain. 6,7,31 …”

Section: Introductionmentioning

confidence: 99%

A Blueprint of Pain Curriculum Across Prelicensure Health Sciences Programs: One NIH Pain Consortium Center of Excellence in Pain Education (CoEPE) Experience

Doorenbos¹,

Gordon²,

Tauben³

et al. 2013

The Journal of Pain

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To improve U.S. pain education and promote inter-institutional and inter-professional collaborations, the NIH Pain Consortium has funded 12 sites to develop Centers of Excellence in Pain Education (CoEPE). Each site was given the tasks of development, evaluation, integration, and promotion of pain management curriculum resources, including case studies that will be shared nationally. Collaborations among schools of medicine, dentistry, nursing, pharmacy, and others were encouraged. The John D. Loeser CoEPE is unique in that it represents extensive regionalization of health science education, in this case in the region covering the states of Washington, Wyoming, Alaska, Montana, and Idaho (WWAMI). This paper describes a blueprint of pain content and teaching methods across the University of Washington’s six health sciences schools and provides recommendations for improvement in pain education at the prelicensure level. The Schools of Dentistry and Physician Assistant provide the highest percentage of total required curriculum hours devoted to pain compared with the Schools of Medicine, Nursing, Pharmacy, and Social Work. The findings confirm paucity of pain content in health sciences curricula, missing International Association for the Study of Pain (IASP) curriculum topics, and limited use of innovative teaching methods such as problem-based and team-based learning.

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Section: Introductionmentioning

confidence: 99%

A Blueprint of Pain Curriculum Across Prelicensure Health Sciences Programs: One NIH Pain Consortium Center of Excellence in Pain Education (CoEPE) Experience

Doorenbos¹,

Gordon²,

Tauben³

et al. 2013

The Journal of Pain

View full text Add to dashboard Cite

show abstract

“…The contents of the IASP pain curriculum are included quite well in the curriculum of the University of Helsinki, and the quality of pain education had slightly improved (Pö yhiä et al, 2005). It can be assumed that anonymous answering would have increased the percentage of responders.…”

Section: Discussionmentioning

confidence: 99%

“…The current medical education in pain evaluation and management does not provide physicians with the skills that are needed in the clinical practice (Turner and Weiner, 2002). According to previous studies (Turner and Weiner, 2002;Pö yhiä and Kalso, 1999;Watt-Watson et al, 2003;Sloan et al, 2004;Pö yhiä et al, 2005) teaching of pain related topics in the medical schools is fragmented, important topics are poorly covered and specific curricula for pain are uncommon. This is surprising, as the International Association for the Study of Pain (IASP) published a core curriculum on pain for the international needs of medical schools already over 15 years ago (Pilowsky, 1988).…”

Section: Introductionmentioning

confidence: 99%

Training medical students to manage a chronic pain patient: both knowledge and communication skills are needed

Niemi-Murola

Pirkko

Pyörälä

et al. 2006

European Journal of Pain

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Most studies concerning pain education of undergraduate medical students focus on knowledge, but little is known about the interviewing skills and pain evaluation. At the end of the fifth study year and at the beginning of the sixth year the students were asked to answer an electronical questionnaire to evaluate how the IASP curriculum on pain had been covered during the studies. In addition, the interviewing skills of the fifth year medical students were assessed using an objective structured clinical examination (OSCE). The students met a standardized patient suffering from postherpetic neuralgia, who was instructed to express depressive and exhausted feelings. A total of 97 students received the questionnaire and 35% responded with identification. All students answering the IASP questionnaire evaluated teaching of postherpetic pain and antidepressant treatment as sufficient. OSCE appeared as a feasible instrument in the assessment of chronic pain education. Eighty-eight percent of the students made the correct diagnosis. However, only 35% asked about sleep disturbances and 16% about depression. When developing a curriculum on pain education, attention should be paid to pedagogic methods about helping the students to implement the learned knowledge in their practice. Formative assessment of both knowledge and skills is essential for the development of a functional pain curriculum.

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“…Pain-related topics are taught throughout medical studies without a formal pain curriculum (Pö yhiä and Kalso, 1999;Pö yhiä et al, 2005). Communication skills are taught using simulated patients in the 2nd and 4th study year and some of these cases involve patients with pain.…”

Section: Teaching Methodsmentioning

confidence: 99%

“…At the University of Helsinki, there is no formal curriculum of pain education (Pö yhiä and Kalso, 1999;Pö yhiä et al, 2005). An analysis identifying the underlying factors is needed when attempting to bring about a change in attitudes towards pain (Cochrane Review Group, 1999).…”

Section: Introductionmentioning

confidence: 99%

Medical undergraduate students' beliefs and attitudes toward pain – How do they mature?

Niemi-Murola

Nieminen

Kalso

et al. 2007

European Journal of Pain

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At the University of Helsinki, pain-related topics are taught throughout medical studies but without a formal pain curriculum. The purpose of this study was to assess medical students' attitudes towards pain. A questionnaire using a 6-point Likert scale was constructed to measure pain-related attitudes and beliefs described in previous studies. After a pilot study, the questionnaire was developed to assess attitudes towards elderly patients' pain, prescription of opioids, assessment of pain and anxiety concerning chronic pain and its treatment. An electronic questionnaire with seven demographic and 28 pain-related items was sent via e-mail to 680 medical students at the University of Helsinki, Finland. Three reminders were sent with a new letter of encouragement. The students had 3 weeks to answer the questionnaire. The questionnaire was returned by 63.4% of the students (N=430). There were statistically significant differences between the students in different study years showing increasing empathy towards elderly patients' pain (p<0.001), willingness to prescribe opioids (p<0.001) and anxiety about meeting patients suffering from chronic pain (p<0.01). Final year students felt significantly more often anxious about seeing a chronic pain patient (p<0.05) compared with the first year students. Female students were more anxious about seeing a patient suffering from chronic pain (p<0.05) and they were less confident of their ability to treat chronic pain patients in primary care (p<0.001) than the male students. The general attitudes of students mature as hoped for during medical studies. Attitudes towards treating the pain of cancer patients and elderly patients are positive. Attention should be paid to helping students to cope with their emotions and to reducing their anxiety about meeting patients with chronic pain.

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The outcome of pain related undergraduate teaching in Finnish medical faculties

Cited by 43 publications

References 18 publications

A Blueprint of Pain Curriculum Across Prelicensure Health Sciences Programs: One NIH Pain Consortium Center of Excellence in Pain Education (CoEPE) Experience

A Blueprint of Pain Curriculum Across Prelicensure Health Sciences Programs: One NIH Pain Consortium Center of Excellence in Pain Education (CoEPE) Experience

Training medical students to manage a chronic pain patient: both knowledge and communication skills are needed

Medical undergraduate students' beliefs and attitudes toward pain – How do they mature?

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