Keelin Moehl1, Rollin M Wright2, Joseph Shega3, Monica Malec4, G Kelley Fitzgerald5, Gregg Robbins-Welty6, Kimberly Zoberi7, Raymond Tait7, Subashan Perera3,8, Denise Deverts9, Zsuzsa Horvath10, Debra K Weiner2,11,12,13,14. 1. University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. 2. Department of Medicine (Geriatric Medicine), University of Pittsburgh, Pittsburgh, Pennsylvania. 3. VITAS Healthcare and University of Central Florida, Orlando, Florida. 4. Department of Medicine (Geriatric and Palliative Medicine), University of Chicago, Chicago, Illinois. 5. Department of Physical Therapy, University of Pittsburgh School of Health and Rehabilitation Science, Pittsburgh, Pennsylvania. 6. Duke University Hospital, Durham, North Carolina. 7. Saint Louis University School of Medicine, St. Louis, Missouri. 8. Department of Biostatistics, University of Pittsburgh, Pittsburgh, Pennsylvania. 9. Office of Research, University of Pittsburgh School of Dental Medicine, Pittsburgh, Pennsylvania. 10. Department of Dental Public Health, University of Pittsburgh School of Dental Medicine, Pittsburgh, Pennsylvania. 11. Geriatric Research, Education and Clinical Center, VA Pittsburgh Healthcare System, Pittsburgh, Pennsylvania. 12. Department of Psychiatry, University of Pittsburgh, Pittsburgh, Pennsylvania. 13. Department of Anesthesiology, University of Pittsburgh, Pittsburgh, Pennsylvania. 14. Clinical and Translational Science Institute, University of Pittsburgh, Pittsburgh, Pennsylvania, USA.
Abstract
OBJECTIVE: Pain management in persons with mild to moderate dementia poses unique challenges because of altered pain modulation and the tendency of some individuals to perseverate. We aimed to test the impact of an e-learning module about pain in communicative people with dementia on third-year medical students who had or had not completed an experiential geriatrics course. DESIGN: Analysis of pre- to postlearning changes and comparison of the same across the student group. SETTING: University of Pittsburgh School of Medicine and Saint Louis University School of Medicine. SUBJECTS: One hundred four University of Pittsburgh and 57 Saint Louis University medical students. METHODS: University of Pittsburgh students were randomized to view either the pain and dementia module or a control module on pain during a five-day geriatrics course. Saint Louis University students were asked to complete either of the two modules without the context of a geriatrics course. A 10-item multiple choice knowledge test and three-item attitudes and confidence questionnaires were administered before viewing the module and up to seven days later. RESULTS: Knowledge increase was significantly greater among students who viewed the dementia module while participating in the geriatrics course than among students who viewed the module without engaging in the course (P < 0.001). The modules did not improve attitudes in any group, while student confidence improved in all groups. CONCLUSIONS: Medical students exposed to e-learning or experiential learning demonstrated improved confidence in evaluating and managing pain in patients with dementia. Those exposed to both educational methods also significantly improved their knowledge. Published by Oxford University Press on behalf of the American Academy of Pain Medicine 2020. This work is written by US Government employees and is in the public domain in the US.
OBJECTIVE: Pain management in persons with mild to moderate dementia poses unique challenges because of altered pain modulation and the tendency of some individuals to perseverate. We aimed to test the impact of an e-learning module about pain in communicative people with dementia on third-year medical students who had or had not completed an experiential geriatrics course. DESIGN: Analysis of pre- to postlearning changes and comparison of the same across the student group. SETTING: University of Pittsburgh School of Medicine and Saint Louis University School of Medicine. SUBJECTS: One hundred four University of Pittsburgh and 57 Saint Louis University medical students. METHODS: University of Pittsburgh students were randomized to view either the pain and dementia module or a control module on pain during a five-day geriatrics course. Saint Louis University students were asked to complete either of the two modules without the context of a geriatrics course. A 10-item multiple choice knowledge test and three-item attitudes and confidence questionnaires were administered before viewing the module and up to seven days later. RESULTS: Knowledge increase was significantly greater among students who viewed the dementia module while participating in the geriatrics course than among students who viewed the module without engaging in the course (P < 0.001). The modules did not improve attitudes in any group, while student confidence improved in all groups. CONCLUSIONS: Medical students exposed to e-learning or experiential learning demonstrated improved confidence in evaluating and managing pain in patients with dementia. Those exposed to both educational methods also significantly improved their knowledge. Published by Oxford University Press on behalf of the American Academy of Pain Medicine 2020. This work is written by US Government employees and is in the public domain in the US.
Entities:
Keywords:
Dementia; Education; Medical Student; Pain
Authors: Michael D Hurd; Paco Martorell; Adeline Delavande; Kathleen J Mullen; Kenneth M Langa Journal: N Engl J Med Date: 2013-04-04 Impact factor: 91.245
Authors: Debra K Weiner; Natalia E Morone; Heiko Spallek; Jordan F Karp; Michael Schneider; Carol Washburn; Michael P Dziabiak; John G Hennon; D Michael Elnicki Journal: J Am Geriatr Soc Date: 2014-05-15 Impact factor: 5.562