Musculoskeletal Rehabilitation Research Group, Institute of Health Studies, HAN University of Applied Sciences, Arnhem, The Netherlands.
Radboud Institute for Health Sciences, Radboud University Medical Centre, IQ healthcare, Nijmegen, The Netherlands.
BMC Med Educ. 2020 Feb 28;20(1):60. doi: 10.1186/s12909-020-1978-z.
Improving pain education for undergraduate health professionals is hampered by lacking shared education outcomes. This study describes how educators and pain experts operationalize content and competency levels deemed necessary for a undergraduate pain education core curriculum for health professionals (physical and occupational therapists, nurses, psychologists).
Educators and experts on pain and pain education gave their opinion on content and competency level for each individual item of the International Association for the Study of Pain (IASP) inter professional curriculum. Participants decided whether or not to include each item in the undergraduate curriculum. Items were included when > 70% of the respondents agreed. The required competency for each item was rated using ordinal Dublin Descriptors.
Overall, 22 experts rated the curriculum, with > 70% agreement on inclusion on 62% of the IASP items. Within the IASP domain 'Multidimensional nature of pain' there was full agreement on the inclusion of 12 items. 'Ethics' was considered less important with only 1 item deemed necessary. There is a high number of items selected within the domains 'Pain Assessment and measurement' (78%) and 'Management of Pain' (74%). Considerably less items were chosen in the domain 'Clinical Conditions' (41%). For most items the median required skills and competency level was either Knowledge and Understanding, or Applying Knowledge and Understanding.
Overall, educators and experts in pain agreed on content and competency levels for an undergraduate pain curriculum based on the IASP. Defining a shared competency level will help improve definition of education outcome.
改善本科健康专业人员的疼痛教育受到缺乏共享教育成果的阻碍。本研究描述了教育工作者和疼痛专家如何操作被认为是本科健康专业人员（物理治疗师、职业治疗师、护士、心理学家）疼痛教育核心课程所必需的内容和能力水平。
疼痛和疼痛教育专家就国际疼痛研究协会（IASP）跨专业课程的每个项目的内容和能力水平发表了意见。参与者决定是否将每个项目纳入本科课程。当>70%的受访者表示同意时，就纳入该项目。使用有序都柏林描述符对每个项目的所需能力进行评分。
共有 22 名专家对课程进行了评估，对纳入 IASP 项目的 62%有>70%的一致性。在 IASP 领域“疼痛的多维性质”中，有 12 个项目被一致认为需要纳入。“伦理学”被认为不太重要，只有 1 个项目被认为是必要的。在“疼痛评估和测量”（78%）和“疼痛管理”（74%）领域选择了大量项目。在“临床病症”领域选择的项目要少得多（41%）。对于大多数项目，所需技能和能力水平的中位数要么是知识和理解，要么是应用知识和理解。
总体而言，疼痛教育工作者和专家就基于 IASP 的本科疼痛课程的内容和能力水平达成了一致。定义共享的能力水平将有助于改善教育成果的定义。
