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A novel pain interprofessional education strategy for trainees: assessing impact on interprofessional competencies and pediatric pain knowledge.

Hunter JP, Stinson J, Campbell F, Stevens B, Wagner SJ, Simmons B, White M, van Wyk M - Pain Res Manag (2014)

Bottom Line: Scores improved in the remaining professions (n=14; P<0.01).There was significant improvement in educational outcomes.The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies.

View Article: PubMed Central - PubMed

ABSTRACT

Background: Health care trainees⁄students lack knowledge and skills for the comprehensive clinical assessment and management of pain. Moreover, most teaching has been limited to classroom settings within each profession.

Objectives: To develop and evaluate the feasibility and preliminary outcomes of the 'Pain-Interprofessional Education (IPE) Placement', a five-week pain IPE implemented in the clinical setting. The utility (content validity, readability, internal consistency and practical considerations) of the outcome measures was also evaluated.

Methods: A convenience sample of 21 trainees from eight professions was recruited over three Pain-IPE Placement cycles. Pre- and postcurriculum assessment included: pain knowledge (Pediatric Pain Knowledge and Attitudes Survey), IPE attitudes (Interdisciplinary Education Perception Scale [IEPS]) and IPE competencies (Interprofessional Care Core Competencies Global Rating Scales [IPC-GRS]), and qualitative feedback on process⁄acceptability.

Results: Recruitment and retention met expectations. Qualitative feedback was excellent. IPE measures (IEPS and IPC-GRS) exhibited satisfactory utility. Postcurriculum scores improved significantly: IEPS, P<0.05; IPC-GRS constructs, P<0.01; and competencies, P<0.001. However, the Pediatric Pain Knowledge and Attitudes Survey exhibited poor utility in professions without formal pharmacology training. Scores improved in the remaining professions (n=14; P<0.01).

Discussion: There was significant improvement in educational outcomes. The IEPS and IPC-GRS are useful measures of IPE-related learning. At more advanced training levels, a single pain-knowledge questionnaire may not accurately reflect learning across diverse professions.

Conclusion: The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies. The present study represents a first step at defining and assessing change in interprofessional competencies gained from Pain-IPE.

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Plan for structured pain interprofessional education (IPE) clinical placement
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f1-prm-20-e12: Plan for structured pain interprofessional education (IPE) clinical placement

Mentions: The Pain-IPE Placement was coordinated in partnership with clinical/education staff from the pediatric hospital. The five-week Pain-IPE Placement curriculum consisted of an introductory tutorial followed by four weekly facilitated tutorials (Figure 1). Tutorials were initially planned to be 1.5 h in length; however, during the first cycle tutorial sessions were increased to 2 h, as requested by participants. During the introductory session, participants, in collaboration with the facilitators, suggested and prioritized specific content for the remaining sessions. This was based on the collective learning needs of participants and the opportunities provided by the clinical setting. Each week the tutorial focused on one of the content suggestions (eg, assessing pain; setting goals; planning treatment; managing acute, persistent or neuropathic pain; transitioning/discharging pain cases; examining specific pain clinical syndromes). Participants were also encouraged to discuss issues related to interprofessional roles and collaborative practice in each of the tutorial sessions. At the fifth tutorial, trainees gave a formal group presentation on pain-related patient challenges relevant to the clinical setting, including the development of a comprehensive pain management care plan. The trainees’ preceptors as well as other members of the interprofessional acute and chronic pain teams were invited to attend these presentations.


A novel pain interprofessional education strategy for trainees: assessing impact on interprofessional competencies and pediatric pain knowledge.

Hunter JP, Stinson J, Campbell F, Stevens B, Wagner SJ, Simmons B, White M, van Wyk M - Pain Res Manag (2014)

Plan for structured pain interprofessional education (IPE) clinical placement
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4325895&req=5

f1-prm-20-e12: Plan for structured pain interprofessional education (IPE) clinical placement
Mentions: The Pain-IPE Placement was coordinated in partnership with clinical/education staff from the pediatric hospital. The five-week Pain-IPE Placement curriculum consisted of an introductory tutorial followed by four weekly facilitated tutorials (Figure 1). Tutorials were initially planned to be 1.5 h in length; however, during the first cycle tutorial sessions were increased to 2 h, as requested by participants. During the introductory session, participants, in collaboration with the facilitators, suggested and prioritized specific content for the remaining sessions. This was based on the collective learning needs of participants and the opportunities provided by the clinical setting. Each week the tutorial focused on one of the content suggestions (eg, assessing pain; setting goals; planning treatment; managing acute, persistent or neuropathic pain; transitioning/discharging pain cases; examining specific pain clinical syndromes). Participants were also encouraged to discuss issues related to interprofessional roles and collaborative practice in each of the tutorial sessions. At the fifth tutorial, trainees gave a formal group presentation on pain-related patient challenges relevant to the clinical setting, including the development of a comprehensive pain management care plan. The trainees’ preceptors as well as other members of the interprofessional acute and chronic pain teams were invited to attend these presentations.

Bottom Line: Scores improved in the remaining professions (n=14; P<0.01).There was significant improvement in educational outcomes.The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies.

View Article: PubMed Central - PubMed

ABSTRACT

Background: Health care trainees⁄students lack knowledge and skills for the comprehensive clinical assessment and management of pain. Moreover, most teaching has been limited to classroom settings within each profession.

Objectives: To develop and evaluate the feasibility and preliminary outcomes of the 'Pain-Interprofessional Education (IPE) Placement', a five-week pain IPE implemented in the clinical setting. The utility (content validity, readability, internal consistency and practical considerations) of the outcome measures was also evaluated.

Methods: A convenience sample of 21 trainees from eight professions was recruited over three Pain-IPE Placement cycles. Pre- and postcurriculum assessment included: pain knowledge (Pediatric Pain Knowledge and Attitudes Survey), IPE attitudes (Interdisciplinary Education Perception Scale [IEPS]) and IPE competencies (Interprofessional Care Core Competencies Global Rating Scales [IPC-GRS]), and qualitative feedback on process⁄acceptability.

Results: Recruitment and retention met expectations. Qualitative feedback was excellent. IPE measures (IEPS and IPC-GRS) exhibited satisfactory utility. Postcurriculum scores improved significantly: IEPS, P<0.05; IPC-GRS constructs, P<0.01; and competencies, P<0.001. However, the Pediatric Pain Knowledge and Attitudes Survey exhibited poor utility in professions without formal pharmacology training. Scores improved in the remaining professions (n=14; P<0.01).

Discussion: There was significant improvement in educational outcomes. The IEPS and IPC-GRS are useful measures of IPE-related learning. At more advanced training levels, a single pain-knowledge questionnaire may not accurately reflect learning across diverse professions.

Conclusion: The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies. The present study represents a first step at defining and assessing change in interprofessional competencies gained from Pain-IPE.

Show MeSH