Dale Craig M, Cioffi Iacopo, Murphy Laura, Langlois Sylvia, Musa Renata, Stevens Bonnie
Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada.
University of Toronto Centre for the Study of Pain, University of Toronto, Toronto, ON, Canada.
Pain Rep. 2022 Sep 14;7(5):e1030. doi: 10.1097/PR9.0000000000001030. eCollection 2022 Sep-Oct.
Student perspectives on interprofessional pain education are lacking.
The purpose of this study was to evaluate ratings of knowledge acquisition and effective presentation methods for prelicensure health professional students attending the University of Toronto Centre for the Study of Pain Interfaculty Pain Curriculum (Canada).
A 10-year (2009-2019) retrospective longitudinal mixed-methods approach comprising analysis and integration of quantitative and qualitative data sets was used to evaluate 5 core University of Toronto Centre for the Study of Pain Interfaculty Pain Curriculum learning sessions.
A total of 10, 693 students were enrolled (2009-2019) with a mean annual attendance of 972 students (±SD:102). The mean proportion of students rating "agree/strongly agree" for knowledge acquisition and effective presentation methods across sessions was 79.3% (±SD:3.4) and 76.7% (±SD:6.0), respectively. Knowledge acquisition or presentation effectiveness scores increased, respectively, over time for 4 core sessions: online self-study pain mechanisms module ( = 0.03/ < 0.001), online self-study opioids module ( = 0.04/ = 0.019), individually selected in-person topical pain sessions ( = 0.03/ < 0.001), and in-person patient or interprofessional panel session ( = 0.03). Qualitative data corroborated rating scores and expanded insight into student expectations for knowledge acquisition to inform real-world clinical practice and interprofessional collaboration; presentation effectiveness corresponded with smaller session size, individually selected sessions, case-based scenarios, embedded knowledge appraisal, and opportunities to meaningfully interact with presenters and peers.
This study demonstrated positive and increasing prelicensure student ratings of knowledge acquisition and effective presentation methods across multifaceted learning sessions in an interfaculty pain curriculum. This study has implications for pain curriculum design aimed at promoting students' collaborative, patient-centered working skills. Trouvin A-P. "Ten-year mixed method evaluation of prelicensure health professional student self-reported learning in an interfaculty pain curriculum": a view on pain education. PAIN Rep 2022;7:e1031.Students attending learning sessions at the University of Toronto Interfaculty Pain Curriculum (2009-2019) in Toronto, Canada, self-report high ratings of knowledge acquisition and effective presentation methods.
目前缺乏学生对跨专业疼痛教育的看法。
本研究旨在评估多伦多大学疼痛研究中心跨专业疼痛课程（加拿大）中，预执业健康专业学生对知识获取和有效教学方法的评分。
采用10年（2009 - 2019年）回顾性纵向混合方法，包括对定量和定性数据集的分析与整合，以评估多伦多大学疼痛研究中心跨专业疼痛课程的5个核心学习环节。
2009 - 2019年期间，共有10693名学生入学，平均每年有972名学生（±标准差：102）。各环节中，对知识获取和有效教学方法评为“同意/强烈同意”的学生平均比例分别为79.3%（±标准差：3.4）和76.7%（±标准差：6.0）。4个核心环节的知识获取或教学效果得分随时间分别有所提高：在线自学疼痛机制模块（= 0.03 / < 0.001）、在线自学阿片类药物模块（= 0.04 / = 0.019）、个人选择的面对面局部疼痛课程（= 0.03 / < 0.001）以及面对面患者或跨专业小组课程（= 0.03）。定性数据证实了评分结果，并进一步深入了解了学生对知识获取的期望，以为实际临床实践和跨专业协作提供参考；教学效果与较小的课程规模、个人选择的课程、基于案例的情景、嵌入式知识评估以及与授课教师和同伴进行有意义互动的机会相关。
本研究表明，在跨专业疼痛课程的多方面学习环节中，预执业学生对知识获取和有效教学方法的评分呈积极且上升趋势。本研究对旨在提高学生协作性、以患者为中心的工作技能的疼痛课程设计具有启示意义。特鲁万A - P。“对预执业健康专业学生在跨专业疼痛课程中自我报告学习情况的十年混合方法评估”：对疼痛教育的一种观点。《疼痛报告》2022；7：e1031。在加拿大多伦多大学跨专业疼痛课程（2009 - 2019年）参加学习环节的学生自我报告对知识获取和有效教学方法的评分很高。
