King's College London, Florence Nightingale School of Nursing & Midwifery, 57 Waterloo Road, London SE1 8WA, United Kingdom.
Eur J Pain. 2011 Sep;15(8):789-95. doi: 10.1016/j.ejpain.2011.01.006. Epub 2011 Feb 16.
The prevalence and burden of pain has long been reported as problematic. Comprehensive pain education in undergraduate programmes is essential for developing knowledgeable, skilled and effective healthcare professionals. This cross-sectional survey describes the nature, content and learning strategies for pain curricula in undergraduate healthcare programmes in major universities in the United Kingdom (UK). Document analysis also highlighted gaps in pain-related standards from professional regulators and a higher education quality assurance body. The sample consisted of 19 higher education institutions delivering 108 programmes across dentistry, medicine, midwifery, nursing, occupational therapy, pharmacy, physiotherapy and veterinary science. Seventy-four (68.5%) questionnaires were returned averaging 12.0 h of pain content with physiotherapy and veterinary science students receiving the highest input. Pain education accounted for less than 1% of programme hours for some disciplines. Traditional teaching methods dominated (e.g. lectures 87.8%) and only two programmes had fully implemented the International Association for the Study of Pain's (IASP) curricula. Minimal pain-related standards were found from professional regulators and the quality assurance documents. Pain education is variable across and within disciplines and interprofessional learning is minimal. Published curricula for pain education have been available for over 20 years but are rarely employed and pain is not a core part of regulatory and quality assurance standards for health professions. The hours of pain education is woefully inadequate given the prevalence and burden of pain. Recommendations include the introduction of pain-related educational standards across all professions, greater integration of pain content in undergraduate programmes and interprofessional approaches to the topic.
长期以来，人们一直报告称，疼痛的普遍性和负担是一个问题。在本科课程中进行全面的疼痛教育对于培养知识渊博、技能娴熟且有效的医疗保健专业人员至关重要。这项横断面调查描述了英国（UK）主要大学本科医疗保健课程中疼痛课程的性质、内容和学习策略。文件分析还突出了专业监管机构和高等教育质量保证机构在与疼痛相关的标准方面存在的差距。该样本包括 19 所提供牙科、医学、助产学、护理、职业治疗、药学、物理治疗和兽医科学等 108 个课程的高等教育机构。共收回 74 份（68.5%）问卷，平均有 12 小时的疼痛内容，其中物理治疗和兽医科学学生的接受程度最高。对于某些学科，疼痛教育仅占课程时间的不到 1%。传统的教学方法占主导地位（例如，讲座 87.8%），只有两个课程完全实施了国际疼痛研究协会（IASP）的课程。从专业监管机构和质量保证文件中发现的疼痛相关标准很少。疼痛教育在不同学科和跨学科之间存在差异，且跨学科学习很少。疼痛教育的出版课程已经存在了 20 多年，但很少被采用，而且疼痛并不是卫生专业监管和质量保证标准的核心部分。鉴于疼痛的普遍性和负担，疼痛教育的时间严重不足。建议包括在所有专业中引入与疼痛相关的教育标准，在本科课程中更深入地融入疼痛内容以及采用跨专业的方法来处理该主题。
