Department of Pain Medicine, The University of Texas M. D. Anderson Cancer Center, Houston, Texas 77030-4009, USA.
Pain Med. 2010 Jun;11(6):841-6. doi: 10.1111/j.1526-4637.2010.00856.x. Epub 2010 Apr 29.
In response to the Accreditation Council for Graduate Medical Education's (ACGME) new pain medicine fellowship requirement, which emphasizes multidisciplinary training strategies aimed at providing improved clinical care for pain patients, we developed a multidisciplinary team training education model for trainees in our institution's Fellowship Program in Pain Medicine. Although the biopsychosocial model guides the delivery of care by multidisciplinary pain teams, there is a gap on how to improve team attitudes and functioning within an already extensive pain medicine curriculum. The current study aimed to fill that gap by developing and incorporating an educational model that focuses on interpersonal relationships among team members and strategies for improving team performance over time.
DESIGN, SETTING, PARTICIPANTS, INTERVENTION, AND OUTCOME MEASURES: Here, we provide a brief overview of our institution's pain medicine fellowship training program highlighting how we have included a team training component into lectures, interdisciplinary case conferences, and journal club articles that focus on topics in the ACGME pain medicine curriculum. We present data from a team attitude and functioning assessment battery administered to 11 pain medicine fellows at the outset and end of their fellowship.
Mean assessment scores increased from the beginning of the fellowship to the end of the fellowship on interdisciplinary pain team knowledge, current team skills, and attitude toward health care teams. The current study demonstrated effective ways for assessing team attitudes and functioning and including this educational component into a 1-year pain medicine curriculum. Based on our results, we will continue to teach and model effective teamwork in an effort to enhance our trainees' attitudes toward working on an interdisciplinary pain team.
为响应美国毕业后医学教育认证委员会（ACGME）新的疼痛医学研究员培训要求，该要求强调多学科培训策略，旨在为疼痛患者提供更好的临床护理，我们为我院疼痛医学研究员培训计划的学员开发了一种多学科团队培训教育模式。尽管生物心理社会模式指导多学科疼痛团队提供护理，但在如何在已经广泛的疼痛医学课程中改善团队态度和功能方面存在差距。本研究旨在通过开发和纳入一种教育模式来填补这一空白，该模式侧重于团队成员之间的人际关系以及随着时间的推移提高团队绩效的策略。
设计、环境、参与者、干预措施和结果测量：在这里，我们简要介绍了我们机构的疼痛医学研究员培训计划，重点介绍了我们如何将团队培训部分纳入讲座、跨学科病例会议和期刊俱乐部文章中，这些文章侧重于 ACGME 疼痛医学课程中的主题。我们介绍了对 11 名疼痛医学研究员在研究员培训开始和结束时进行的团队态度和功能评估电池的数据。
在跨学科疼痛团队知识、当前团队技能和对医疗保健团队的态度方面，评估得分从研究员培训开始到结束呈上升趋势。本研究展示了评估团队态度和功能的有效方法，并将这一教育组成部分纳入为期 1 年的疼痛医学课程。基于我们的结果，我们将继续教授和示范有效的团队合作，以增强我们学员对跨学科疼痛团队工作的态度。
