What strategies have been reported in the literature for teaching pre-professional health profession students about pain

What is known about the most effective strategies to teach health professions students about pain? Review Questions i) What strategies have been reported in the literature for teaching pre-professional health profession students about pain? ii) What outcomes have been reported in studies investigating effective strategies to teach pain curricula in health profession students? I am working in a group of 4 and this is my annotated bibliography,

What is known about the most effective strategies to teach health professions students about pain?

Bibliographic details

Simko, L., Rhodes, D., McGinnis, K., & Fiedor, J. (2017). Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course. American Journal Of Pharmaceutical Education, 81(6), 104. doi: 10.5688/ajpe816104

Summary

This Random controlled trial (RCT) objective was to look at the perspective and knowledge changes in nursing and pharmacy students after completing the course Etiology, Assessment and Treatment of Pain for Health care professional, an elective Interprofessional education course.

Evaluation

The Study consisted of 60 pharmacy and nursing students working in groups to complete assignments and group tasks for the elective course Etiology, Assessment and Treatment of Pain for Health care professional. Students who participated in the course agreed to complete An Interdisciplinary Education Perception Scale (IEPS), Collaboration and Satisfaction About Care Decisions (CSACD), demographic information, perceptions of their future roles and the importance of their roles inpatient pain management. This Study found post the IPE course, students had increased their knowledge and understanding of their professional roles in either pain relief or pain management. 

Relevance 

This Study is relevant to understanding the current expectations of health professionals and the importance of students being taught knowledge in pain relief and management. Although there wasn’t an osteopath in this Study the study highlight some further knowledge needed and how students perception change when they realise the importance of their profession of choice and pain for patients. 

Bibliographic details

Carr, E., & Watt-Watson, J. (2012). Interprofessional pain education: definitions, exemplars and future directions. British Journal Of Pain, 6(2), 59-65. doi: 10.1177/2049463712448174

Summary

A systematic review (SR) of what’s known about interprofessional education (IPE) and pain management at the undergraduate level. We are giving insights with some challenges during interprofessional pain education.

Evaluation

Four studies were reviewed, some main points that were taking were dealing with a patient who is managing pain requires healthcare practitioners (HCPs) to work in uniform; it wasnoted that survey data suggested most HCPs’ curricula didn’t provide time for students to work together to learn about pain and understand their future roles. New ways to teach IPE and pain there is online platforms, standardised patients and practical learning. Despite the growing number of IPE and pain studies, there are inconsistencies in how each Study was conducted which made it difficult to draw a firm conclusion. 

Relevance 

This SR is relevant in understanding the evidence around IPE and pain, particularly about the methodological limitations and range for improvement.

Bibliographic details

Wilesmith, S., Lao, A., & Forbes, R. (2020). New-graduate physiotherapists’ self-efficacy and preparedness for patient education practice: A mixed methods study. Focus On Health Professional Education: A Multi-Professional Journal, 21(3), 44-64. doi: 10.11157/fohpe.v21i3.432

Summary

This RCT investigates freshly graduated physiotherapists and their competence levels for patient education practice and examines their perceived readiness for their first few years as professionals.

Evaluation

This Study used 149 new physiotherapy graduates, and they completed a Patient education self-efficacy scale once they had completed pre-professional training. Once all 149 physiotherapists entered the workforce, 15 of them were randomly selected to participate in semi-structured interviews, asking them about their perceptions and experiences of practising patient education. Noted was the interview data were subjected to framework analysis. Newly graduated physiotherapists proved that they had the skills and were prepared in most aspects of patient education. 

Relevance 

This RCT is relevant in understanding where a new gradient skill set is once they have finished their degrees. This Study notes that direct experience is the most beneficial for learning and adapting to real-life situation’s with patients. 

Bibliographic details

Fitzgerald, K., Fleischmann, M., Vaughan, B., de Waal, K., Slater, S., & Harbis, J. (2018). Changes in pain knowledge, attitudes and beliefs of osteopathy students after completing a clinically focused pain education module. Chiropractic & Manual Therapies, 26(1). doi: 10.1186/s12998-018-0212-0

Summary

This RCT’s objective was to evaluate year three osteopathy students after completing a clinically-focused pain module and their perception of pain neurophysiology. Knowledge, beliefs and attitudes

Evaluation

This Study used 55 3rd year osteopathy students. They were asked to complete a demographic information survey before the pain module, complete a Neurophysiology of Pain (NPQ) question, and a Health care providers’ pain and impairment relationship scale (HC-PAIRS). After all, students completed the course; they were asked to complete another NPQ and HC-PAIRS. Results showed an increase in the median score of the NPQ, and HC-PAIRS, suggesting the perception of negative pain attitudes and beliefs had increased. Its only limitation was that the HP-PAIRS result was contradicting and may create issues 

Relevance 

The SR is relevant as it shows the benefits of pain modules for students and increases knowledge surrounding pain, ultimately helping students become better practitioners. 

Bibliographic details

Delion, T., & Draper-Rodi, J. (2018). University College of Osteopathy students’ attitudes towards psychosocial risk factors and non-specific low back pain: A qualitative study. International Journal Of Osteopathic Medicine, 29, 41-48. doi: 10.1016/j.ijosm.2018.04.006

Summary

This RCT explored students at the University College of Osteopathy (UCO) and their beliefs, attitudes and opinions towards psychosocial factors when treating patients with non-specific lower back pain. 

Evaluation

This Study recruited nine UCO final year osteopathy students; all students were interview simultaneously for data collection and analysis through the constant comparative method of analysis. Understand the role of PS factors and NSLBP proved to be consistent among the participants. Three main themes were identified in the Study. The lack of clinical experience proved to be a limiting factor in this Study, also pointing out that during the University degree, student content should include management of psychosocial management to help improve their lack of knowledge in this particular area. 

Relevance 

This RCT is relevant and recent evidence to further investigate the pain knowledge management skills in undergraduate students.

Bibliographic details

Thomson, O., & Collyer, K. (2017). ‘Talking a different language’: a qualitative study of chronic low back pain patients’ interpretation of the language used by student osteopaths. International Journal Of Osteopathic Medicine, 24, 3-11. doi: 10.1016/j.ijosm.2016.11.002

Summary

This RCT explores the language used by osteopathy students and how they explain the diagnosis to patients with acute or chronic low back pain (LBP) and the impact of the miscommunication on the patients attitudes and beliefs on their LBP issue. 

Evaluation

This RCT identifies psychosocial factors in back pain and the importance of management of LBP. Recent evidence states that healthcare professionals greatly influence patients’ belief and attitudes towards their pain. Diagnosis. Nine patients with LBP attending an osteopathic teaching clinic were interviewed and transcribed as a data analysis framework. Participants noted that medical words, metaphors, analogies and the patient-practitioner relationship influenced the involvement engagement. The Study proves that if a student understands how language can influence attitude, belief, and engagement, having a conscious way to help improve through positive affirmations.

Relevance

The relevance is strong and recent evidence supports that if students have a sound knowledge of pain and management, student practitioners can help influence healthcare by enhancing patient understanding and engagement. 

Bibliographic details

Alvarez, A., Dal Sasso, G., & Iyengar, M. (2017). Persuasive technology in teaching acute pain assessment in nursing: Results in learning based on pre and post-testing. Nurse Education Today, 50, 109-114. doi: 10.1016/j.nedt.2016.12.019

Summary

This RCT examines students in Brazil results in learning among undergraduates nursing students about assessment of acute pain in adults and newborns, before and after an online educational intervention.

Evaluation

This RCT identifies professional pain assessment education is still flawed and the use of a virtual learning object can help fill the gaps. This is a quasi- experiment, non equivalent study using pre and post testing. There were 75 undergraduate nursing students that participated they completed an online learning objective about acute pain assessment. The results proved a huge difference in post test scores, the students understood the importance of the topics and were confident and motivated.

Relevance

The study is relevant and has strong evidence to support the use of mobile phones to help students learn about acute pain assessment, having a small device that nearly everyone owns on hand would definitely help in identifying pain.

Bibliographic details

Hush, J., Nicholas, M., & Dean, C. (2018). Embedding the IASP pain curriculum into a 3-year pre-licensure physical therapy program: redesigning pain education for future clinicians. PAIN Reports, 3(2), e645. doi: 10.1097/pr9.0000000000000645

Summary

This RCT explores how pain education for health professionals can be integrated into university programs using the IASP pain Curricula. This approach will hopefully help transform the future of health care and its management of patients suffering from pain.

Evaluation

This RCT examines the 3 year Doctor of physiotherapy (DPT) at Macquarie University and how the IASP pain Curriculum for Physical therapy was integrated int to the Australian pre-licensure DPT program restructuring pain education. Over a period of 6-semester program it blends clinical knowledge, inquiry based learning and reflective practise. IASP believes in the relationship between students pain related knowledge and clinical competencies as well as abiding by the 6 core concepts of pain as an educational tool. Using the Neurophysiology of Pain questionnaire (NPQ-R) scores from first year week 1 to week 12 indicates a percentage correction of 95% confidence interval compared to their peers who non pain management skills.

Relevance

This study is strongly relevant due to its evidence in pain management during a 3 year timeframe across the Macquarie DPT program. Noting that students dramatically improved their knowledge about pain and its clinical relevance in patients.