Herrmann-Werner Anne, Erschens Rebecca, Schlisio Barbara, Nikendei Christoph, Smolka Robert, Zipfel Stephan, Rometsch-Ogioun El Sount Caroline
Universitätsklinikum Tübingen Abteilung Psychosomatische Medizin und Psychotherapie Osianderstr. 5 72076 Tübingen Deutschland Universitätsklinikum Tübingen - Abteilung Psychosomatische Medizin und Psychotherapie.
Universitätsklinikum Tübingen Klinik für Anästhesiologie und Intensivmedizin Deutschland Universitätsklinikum Tübingen - Anästhesiologie und Intensivmedizin.
Z Psychosom Med Psychother. 2018 Jun;64(2):198-210. doi: 10.13109/zptm.2018.64.2.198.
Teaching about chronic pain in psychosomatics courses - an overview of the situation in Germany and the Tübingen Model Objectives: When dealing with chronic pain patients it is crucial to take a bio-psycho-social approach. However, it is unclear how this approach is currently being taught to medical students, and how they judge its role and importance.
We carried out a qualitative study (questionnaire) asking (1) German psychosomatic departments about pain-related teaching and (2) medical undergraduates about pain-relevant issues.
Bio-psycho-social facts are well represented within psychosomatics courses but only theoretically tested. There is still much room for improvement through cross-linking with other disciplines. In Tübingen, "psychosocial factors" and the "empathic doctor-patient relationship" play a significantly higher role when teaching psychosomatic courses than somatic ones. There were no significant differences regarding the role of an "integrative recording of medical history" or how the importance of any of the three topics was rated.
Chronic pain is well represented in psychosomatic courses in Germany, though exams could be more practical. The establishment of interdisciplinary approaches beyond the teaching of core psychosomatic content could be expanded and especially used more frequently when adapting curricula to competence-based standards.
身心医学课程中慢性疼痛的教学——德国的情况概述及图宾根模式
在处理慢性疼痛患者时，采用生物 - 心理 - 社会方法至关重要。然而，目前尚不清楚这种方法是如何传授给医学生的，以及他们如何评判其作用和重要性。
我们开展了一项定性研究（问卷调查），向（1）德国身心医学科询问与疼痛相关的教学情况，向（2）医学本科生询问与疼痛相关的问题。
生物 - 心理 - 社会相关内容在身心医学课程中有充分体现，但仅进行了理论测试。通过与其他学科的交叉联系仍有很大改进空间。在图宾根，在身心医学课程教学中，“心理社会因素”和“共情医患关系”的作用比在躯体医学课程中显著更高。在“病史的综合记录”的作用或对这三个主题中任何一个主题的重要性评级方面，没有显著差异。
慢性疼痛在德国身心医学课程中有充分体现，尽管考试可能更具实践性。除了核心身心医学内容的教学外，跨学科方法的建立可以扩大，特别是在使课程适应基于能力的标准时更频繁地使用。
