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翻转隐性课程以变革疼痛教育与文化。

Flipping the hidden curriculum to transform pain education and culture.

作者信息

Mardian Aram S, Villarroel Lisa, Quist Heidi E, Chang Lynn E, Mintert Jeffrey S, Su Tiffany N, Dhanjal-Reddy Amrita, Hanson Eric R

机构信息

Chronic Pain Wellness Center, Phoenix Veterans Affairs Health Care System, Phoenix, AZ, United States.

Department of Family, Community and Preventive Medicine, University of Arizona College of Medicine-Phoenix, Phoenix, AZ, United States.

出版信息

Front Pain Res (Lausanne). 2023 Jun 19;4:1197374. doi: 10.3389/fpain.2023.1197374. eCollection 2023.

DOI:10.3389/fpain.2023.1197374
PMID:37404692
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10317194/
Abstract

Though long-sought, transformation of pain management practice and culture has yet to be realized. We propose both a likely cause-entrenchment in a biomedical model of care that is observed and then replicated by trainees-and a solution: deliberately leveraging the hidden curriculum to instead implement a sociopsychobiological (SPB) model of care. We make use of Implicit Bias Recognition and Management, a tool that helps teams to first recognize and "surface" whatever is implicit and to subsequently intervene to change whatever is found to be lacking. We describe how a practice might use iterations of recognition and intervention to move from a biomedical to a SPB model by providing examples from the Chronic Pain Wellness Center in the Phoenix Veterans Affairs Health Care System. As pain management practitioners and educators collectively leverage the hidden curriculum to provide care in the SPB model, we will not only positively transform our individual practices but also pain management as a whole.

摘要

尽管人们期待已久,但疼痛管理实践和文化的转变尚未实现。我们提出了一个可能的原因——在生物医学护理模式中根深蒂固,实习医生观察并效仿这种模式——以及一个解决方案:有意识地利用隐性课程,转而实施社会心理生物学(SPB)护理模式。我们使用“内隐偏见识别与管理”工具,该工具帮助团队首先识别并“揭示”任何隐性的东西,随后进行干预,改变发现存在不足的地方。我们通过凤凰城退伍军人事务医疗保健系统慢性疼痛健康中心的例子,描述一种实践如何通过识别和干预的迭代过程,从生物医学模式转变为SPB模式。随着疼痛管理从业者和教育工作者共同利用隐性课程以SPB模式提供护理,我们不仅将积极改变我们的个人实践,还将改变整个疼痛管理领域。

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本文引用的文献

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Didactic dissonance-embracing the tension between classroom and clinical education.教学不和谐——接纳课堂教育与临床教育之间的张力。
Front Med (Lausanne). 2023 Jun 22;10:1197373. doi: 10.3389/fmed.2023.1197373. eCollection 2023.
2
CDC Clinical Practice Guideline for Prescribing Opioids for Pain - United States, 2022.美国疾病预防控制中心 2022 年《疼痛阿片类药物处方临床实践指南》。
MMWR Recomm Rep. 2022 Nov 4;71(3):1-95. doi: 10.15585/mmwr.rr7103a1.
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Implementation of the A: Findings and Implications From a Statewide Evaluation.实施 A:来自全州评估的结果和启示。
Front Public Health. 2021 Nov 19;9:731016. doi: 10.3389/fpubh.2021.731016. eCollection 2021.
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Interprofessional practice: the path toward openness.跨专业实践:通向开放之路。
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Implicit Bias Recognition and Management in Interpersonal Encounters and the Learning Environment: A Skills-Based Curriculum for Medical Students.人际互动和学习环境中的隐性偏见识别与管理:面向医学生的基于技能的课程。
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The Resurrection of Interdisciplinary Pain Rehabilitation: Outcomes Across a Veterans Affairs Collaborative.跨学科疼痛康复的复兴:退伍军人事务协作中的结果。
Pain Med. 2021 Feb 23;22(2):430-443. doi: 10.1093/pm/pnaa417.
7
Pain Neuroscience Education as the Foundation of Interdisciplinary Pain Treatment.疼痛神经科学教育作为跨学科疼痛治疗的基础。
Phys Med Rehabil Clin N Am. 2020 Nov;31(4):541-551. doi: 10.1016/j.pmr.2020.07.004. Epub 2020 Sep 8.
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It Can Be Done! A Skills-Based Elective in Implicit Bias Recognition and Management for Preclinical Medical Students.可以做到!为临床医学预科生开设的隐性偏见识别和管理技能选修课程。
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Pain Med. 2020 Jun 1;21(6):1168-1180. doi: 10.1093/pm/pnz336.