The Pain Education Team to Advance Learning (PETAL) Collaboration; IIMPACT in Health, Allied Health and Human Performance, University of South Australia, Kaurna Country, Adelaide, Australia.
The Pain Education Team to Advance Learning (PETAL) Collaboration; IIMPACT in Health, Allied Health and Human Performance, University of South Australia, Kaurna Country, Adelaide, Australia.
J Pain. 2024 May;25(5):104425. doi: 10.1016/j.jpain.2023.11.008. Epub 2023 Nov 19.
Since it emerged in the early 2000's, intensive education about 'how pain works', widely known as pain neuroscience education or explaining pain, has evolved into a new educational approach, with new content and new strategies. The substantial differences from the original have led the PETAL collaboration to call the current iteration 'Pain Science Education'. This review presents a brief historical context for Pain Science Education, the clinical trials, consumer perspective, and real-world clinical data that have pushed the field to update both content and method. We describe the key role of educational psychology in driving this change, the central role of constructivism, and the constructivist learning frameworks around which Pain Science Education is now planned and delivered. We integrate terminology and concepts from the learning frameworks currently being used across the PETAL collaboration in both research and practice-the Interactive, Constructive, Active, Passive framework, transformative learning theory, and dynamic model of conceptual change. We then discuss strategies that are being used to enhance learning within clinical encounters, which focus on the skill, will, and thrill of learning. Finally, we provide practical examples of these strategies so as to assist the reader to drive their own patient pain education offerings towards more effective learning. PERSPECTIVE: Rapid progress in several fields and research groups has led to the emergence 'Pain Science Education'. This PETAL review describes challenges that have spurred the field forward, the learning frameworks and educational strategies that are addressing those challenges, and some easy wins to implement and mistakes to avoid.
自 21 世纪初出现以来，广泛称为疼痛神经科学教育或疼痛解释的密集型“疼痛如何产生”教育已经发展成为一种新的教育方法，具有新的内容和新的策略。与原始方法相比，实质性的差异导致 PETAL 合作组织将当前迭代称为“疼痛科学教育”。本综述介绍了疼痛科学教育的简要历史背景、临床试验、消费者视角以及推动该领域更新内容和方法的真实世界临床数据。我们描述了教育心理学在推动这一变化中的关键作用、建构主义的核心作用，以及围绕疼痛科学教育计划和实施的建构主义学习框架。我们整合了 PETAL 合作组织在研究和实践中使用的学习框架中的术语和概念——互动式、建构式、主动式、被动式框架、变革性学习理论和概念变化的动态模型。然后，我们讨论了正在使用的增强临床互动中学习的策略，这些策略侧重于学习的技巧、意愿和乐趣。最后，我们提供了这些策略的实际示例，以帮助读者推动自己的患者疼痛教育提供更有效的学习。观点：几个领域和研究小组的快速进展导致了“疼痛科学教育”的出现。本 PETAL 综述描述了推动该领域前进的挑战、应对这些挑战的学习框架和教育策略，以及一些易于实施和避免的错误。
