Watt-Watson Judy, Lax Leila, Davies Robyn, Langlois Sylvia, Oskarsson Jon, Raman-Wilms Lalitha
Lawrence S. Bloomberg Faculty of Nursing.
Biomedical Communications, Institute of Medical Science.
Pain Med. 2017 Jun 1;18(6):1040-1048. doi: 10.1093/pm/pnw337.
Although the University of Toronto Centre for the Study of Pain has successfully implemented an Interfaculty Pain Curriculum since 2002, we have never formalized the process in a design model. Therefore, our primary aim was to develop a model that provided an overview of dynamic, interrelated elements that have been important in our experience. A secondary purpose was to use the model to frame an interactive workshop for attendees interested in developing their own pain curricula.
The faculties from Dentistry, Medicine, Nursing, Occupational Therapy, Pharmacy, and Physical Therapy met to develop the model components. Discussion focused on patient-centered pain assessment and management in an interprofessional context, with pain content being based on the International Association for the Study of Pain-Interprofessional Pain Curriculum domains and related core pain competencies. Profession-specific requirements were also considered, including regulatory/course requirements, level of students involved, type of course delivery, and pedagogic strategies.
The resulting Pain Interprofessional Curriculum Design Model includes components that are dynamic, competency-based, collaborative, and interrelated. Key questions important to developing curricular components guide the process. The Model framed two design workshops with very positive responses from international and national attendees.
The Pain Interprofessional Curriculum Design Model is based on established pain curricula and related competencies that are relevant to all health science students at the prelicensure (entry-to-practice) level. The model has been developed from our experience, and the components resonated with workshop attendees from other regions. This Model provides a basis for future interventions in curriculum design and evaluation.
尽管多伦多大学疼痛研究中心自2002年以来已成功实施了跨专业疼痛课程，但我们从未将这一过程在设计模型中正式确定下来。因此，我们的主要目标是开发一个模型，该模型能概述在我们的经验中一直很重要的动态、相互关联的要素。第二个目的是使用该模型为有兴趣开发自己的疼痛课程的参与者构建一个互动式工作坊。
来自牙医学、医学、护理学、职业疗法、药学和物理疗法的各学院成员会面，以开发模型组件。讨论聚焦于跨专业背景下以患者为中心的疼痛评估和管理，疼痛内容基于国际疼痛研究协会跨专业疼痛课程领域及相关核心疼痛能力。还考虑了各专业的特定要求，包括监管/课程要求、所涉及学生的水平、课程授课类型和教学策略。
最终形成的跨专业疼痛课程设计模型包括动态、基于能力、协作且相互关联的组件。对开发课程组件很重要的关键问题指导着这一过程。该模型构建了两个设计工作坊，得到了国际和国内参与者的非常积极的反馈。
跨专业疼痛课程设计模型基于既定的疼痛课程及与所有处于预执业（入行）水平的健康科学学生相关的相关能力。该模型是根据我们的经验开发的，其组件得到了来自其他地区的工作坊参与者的共鸣。此模型为未来课程设计和评估干预提供了基础。
