Ylisabyth S Bradshaw1, Neha Patel Wacks2, Alejandra Perez-Tamayo3, Brenden Myers4, Chukwueloka Obionwu1, Rebecca A Lee1, Daniel B Carr1. 1. Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts, USA. 2. Department of Family Medicine and Community Health, University of Massachusetts, Amherst, Massachusetts, USA. 3. Department of Surgery, University of Vermont School of Medicine, Burlington, Vermont, USA. 4. College of Osteopathic Medicine, University of New England, Biddeford, Maine, USA.
Abstract
Objective: Inventory one medical school's first- and second-year pain-related curriculum in order to explore opportunities to teach about pain both as a social, population-based process and as a neuron-centered phenomenon. Design: Deconstruction of pain-related curricular content through a detailed content inventory and analysis by students and faculty. Setting and Subjects: University-affiliated US medical school. Methods: Detailed inventory and content analysis of first- and second-year curricular materials. Results: The inventory of pain content showed fragmentation, mostly presenting it as a symptom without an underlying framework. Conclusion: Analysis of one medical school's pain-related curricular materials reveals opportunities for a more unified perspective that includes pain as a widespread disease state (not merely a symptom) and to provide an emphasis in the curriculum consistent with pain's public health burden.
Objective: Inventory one medical school's first- and second-year pain-related curriculum in order to explore opportunities to teach about pain both as a social, population-based process and as a neuron-centered phenomenon. Design: Deconstruction of pain-related curricular content through a detailed content inventory and analysis by students and faculty. Setting and Subjects: University-affiliated US medical school. Methods: Detailed inventory and content analysis of first- and second-year curricular materials. Results: The inventory of pain content showed fragmentation, mostly presenting it as a symptom without an underlying framework. Conclusion: Analysis of one medical school's pain-related curricular materials reveals opportunities for a more unified perspective that includes pain as a widespread disease state (not merely a symptom) and to provide an emphasis in the curriculum consistent with pain's public health burden.
Authors: Elspeth Erica Shipton; Frank Bate; Raymond Garrick; Carole Steketee; Eric John Visser Journal: BMC Med Educ Date: 2018-05-11 Impact factor: 2.463