Ten-year mixed-method evaluation of prelicensure health professional student self-reported learning in an interfaculty pain curriculum

Abstract

Introduction: Student perspectives on interprofessional pain education are lacking. Objectives: 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). Methods: 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. Results: 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 ( P = 0.03/ P < 0.001), online self-study opioids module ( P = 0.04/ P = 0.019), individually selected in-person topical pain sessions ( P = 0.03/ P < 0.001), and in-person patient or interprofessional panel session ( P = 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. Conclusion: 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. See commentary: 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.

“Ten-year mixed method evaluation of prelicensure health professional student self-reported learning in an interfaculty pain curriculum”: a view on pain education

“…It is important to note that this second paper only relies on self-declared results, and therefore, these reported outcomes are at risk of a social desirability bias. 3,4…”

“…With the convenience of the internet, medical knowledge is accessible in various forms. Resources such as Massive Open Online Course, podcasts, and scientific literature may be the reason for the decrease in gain of knowledge between 2009 and 2019 from pain curriculum by Dale et al 4 With knowledge so accessible, competency acquisition is the next step. Patients need caregivers that not only “know” but also are able to “show how.”…”

“…It is important to note that this second paper only relies on self-declared results, and therefore, these reported outcomes are at risk of a social desirability bias. 3,4 Given the burden of chronic pain worldwide, pain education is important in health care today and raising awareness about available pain curricula is a major publication end point. With an estimated prevalence of moderate to severe chronic pain of 19% in Europe, 1,13 pain education is crucial.…”

“…This second paper measures the students' self-rating of knowledge acquisition and effective presentation methods and considers their feedback on the same curriculum. 4…”

“…I was intrigued and inspired by the paper entitled "Ten-Year Mixed Method Evaluation of Prelicensure Health Professional Student Self-Reported Learning in an Interfaculty Pain Curriculum." 4 The authors summarize the impact of their pain education curriculum in Canada on prelicensure health students over the course of 10 years. This is the second paper from the same authors focused on their pain education curriculum.…”