The cross-sectional field "pain medicine" in medical studies at the University of Leipzig-What has been achieved? An analysis of self-estimation of students before, during and 5 years after establishment of the cross-sectional field

被引:0
作者
Hempel, Gunther [1 ]
Weissenbacher, Andreas [1 ]
Becker-Rux, Diana [1 ]
Mescha, Swantje [1 ,2 ]
Stehr, Sebastian N. [1 ]
Werdehausen, Robert [1 ]
机构
[1] Univ Klinikum Leipzig AoR, Klin & Poliklin Anasthesiol & Intens Therapie, Liebigstr 20, D-04103 Leipzig, Germany
[2] Univ Klinikum Jena, Klin Anasthesiol & Intens Med, Jena, Germany
来源
SCHMERZ | 2022年 / 36卷 / 06期
关键词
Undergraduate medical education; Survey; Competence-based education; Assessment; Curriculum development; EDUCATION; CURRICULUM;
D O I
10.1007/s00482-022-00665-7
中图分类号
R614 [麻醉学];
学科分类号
100217 ;
摘要
Background The field of pain medicine was established as an obligatory subject area of medical schools in Germany in 2016. No prior study has evaluated the effects of this curricular change on students' competences in the field of pain medicine. Objective The aim of this study was to find out to what extent the introduction of the additional subject "pain medicine" positively influenced the students' acquisition of competences measured via a self-assessment. Material and methods A longitudinal and interdisciplinary curriculum for pain medicine was developed according to the current recommendations for curriculum development for medical education. In parallel, a questionnaire was created for the students' self-assessment of their own level of knowledge and the importance of pain medicine teaching content on a 5-stage Likert scale. The surveys were conducted before the implementation of the curriculum (2014), directly after the first cohort finished (2016) and 5 years after the implementation (2019) and compared by Kruskal-Wallis test. Results The implementation of the curriculum has led to significant improvement in relevant aspects. For example, students now feel better prepared overall for the treatment of pain patients (2.67 in 2014 vs. 3.18 in 2019). Individual sub-aspects such as taking a pain history (3.63 vs. 4.10) or drawing up an analgesia scheme (3.56 vs. 4.14) are now also subjectively better mastered. Conclusion Even though the results are encouraging, there is further potential for improvement in some sub-areas. For example, the students' rating regarding the question about their preparation for treating patients in pain is not yet satisfactory. Therefore, the curriculum should be developed further with a focus on competence orientation. Digital teaching formats can be integrated as well as interprofessional units and simulated patients. Additionally, the examination formats should be further developed towards standardized practical examinations.
引用
收藏
页码:389 / 397
页数:9
相关论文
共 29 条
  • [1] How Does an Undergraduate Pain Course Influence Future Physicians' Awareness of Chronic Pain Concepts? A Comparative Study
    Argyra, Eriphylli
    Siafaka, Ioanna
    Moutzouri, Astero
    Papadopoulos, Vassilios
    Rekatsina, Martina
    Vadalouca, Athina
    Theodoraki, Kassiani
    [J]. PAIN MEDICINE, 2015, 16 (02) : 301 - 311
  • [2] Results of a Team Objective Structured Clinical Examination (OSCE) in a Patient with Pain
    Barreveld, Antje M.
    Flanagan, Jane M.
    Arnstein, Paul
    Handa, Shruti
    de la Rosa, Maria F. Hernandez-Nuno
    Matthews, Michele L.
    Shaefer, Jeffry R.
    [J]. PAIN MEDICINE, 2021, 22 (12) : 2918 - 2924
  • [3] Attitudes towards Interprofessional education in the medical curriculum: a systematic review of the literature
    Berger-Estilita, Joana
    Fuchs, Alexander
    Hahn, Markus
    Chiang, Hsin
    Greif, Robert
    [J]. BMC MEDICAL EDUCATION, 2020, 20 (01)
  • [4] Medical students' self-assessment of performance: Results from three meta-analyses
    Blanch-Hartigan, Danielle
    [J]. PATIENT EDUCATION AND COUNSELING, 2011, 84 (01) : 3 - 9
  • [5] Deconstructing One Medical School's Pain Curriculum: II. Partnering with Medical Students on an Evidence-Guided Redesign
    Bradshaw, Ylisabyth S.
    Wacks, Neha Patel
    Perez-Tamayo, Alejandra
    Myers, Brenden
    Obionwu, Chukwueloka, Jr.
    Lee, Rebecca A.
    Carr, Daniel B.
    [J]. PAIN MEDICINE, 2017, 18 (04) : 664 - 679
  • [6] Current pain education within undergraduate medical studies across Europe: Advancing the Provision of Pain Education and Learning (APPEAL) study
    Briggs, Emma V.
    Battelli, Daniele
    Gordon, David
    Kopf, Andreas
    Ribeiro, Sofia
    Puig, Margarita M.
    Kress, Hans G.
    [J]. BMJ OPEN, 2015, 5 (08):
  • [7] Time to Flip the Pain Curriculum?
    Carr, Daniel B.
    Bradshaw, Ylisabyth S.
    [J]. ANESTHESIOLOGY, 2014, 120 (01) : 12 - 14
  • [8] Chen BY, 2016, CURRICULUM DEV MED E
  • [9] Fakultatentag M, 2021, MED FAK VER NEUF NAT
  • [10] Fragemann K, 2012, SCHMERZ, V26, P369, DOI 10.1007/s00482-012-1158-0