Antje M Barreveld1, Jane M Flanagan2, Paul Arnstein3, Shruti Handa4, María F Hernández-Nuño de la Rosa5, Michele L Matthews6, Jeffry R Shaefer7. 1. Tufts University School of Medicine, Department of Anesthesiology, Newton-Wellesley Hospital, Newton, Massachusetts, USA. 2. Connell School of Nursing, Boston College, Adult Gerontology Graduate Program, Chestnut Hill, MA; Munn Center for Nursing Research, Massachusetts General Hospital, Boston, Massachusetts, USA. 3. Massachusetts General Hospital Institute for Health Professions, Office of Quality, Safety and Practice, Massachusetts General Hospital, Boston, Massachusetts, USA. 4. Harvard School of Dental Medicine, Division of Orofacial Pain, Department of Surgery, Massachusetts General Hospital, Boston, Massachusetts, USA. 5. Residency Program in Orofacial Pain, Harvard School of Dental Medicine, Division of Orofacial Pain, Department of Surgery, Massachusetts General Hospital, Boston, Massachusetts, USA. 6. MCPHS University, Pain Management Center, Brigham and Women's Hospital, Boston, Massachusetts, USA. 7. Harvard School of Dental Medicine, Division of Orofacial Pain, Department of Surgery, Massachusetts General Hospital, Boston, Massachusetts, USA.
Abstract
PURPOSE: As rates of chronic pain and opioid use disorder continue to rise, improved pain education is essential. Using an interprofessional team objective structured clinical examination (OSCE) simulation, this study evaluates whether prior exposure to a case-based learning module improves students' assessment and treatment planning of a standardized patient prescribed chronic opioids presenting with acute pain. METHODS: A quasi-experimental mixed method approach using convenience sampling was employed to evaluate student performance and the impact of the educational intervention. RESULTS: Fourteen (intervention) and 16 (control) nurse practitioner, physician assistant, medical, pharmacy, and dental students in the final pre-licensure program years completed the team OSCE. Demographics, OSCE learning scores, Interprofessional Attitudes Scale scores, and pain management plans did not differ between groups. All students evaluated the activity highly. Qualitative analysis did not demonstrate differences between groups, but did identify similar themes: students missed opportunities to establish patient-provider rapport and educate across disciplines; opioid use disorder was assumed with chronic opioid therapy; team discussions improved treatment plans; moderators variably influenced team discussion. CONCLUSIONS: This novel approach to interprofessional training in pain management using a team OSCE is promising, with modifications suggested. A case-based learning module without structured education prior to the OSCE did not improve students' assessment and pain management skills compared to a control group. Nonetheless, important themes emerged including biases towards the standardized patient. Additional research is needed to develop effective curricular initiatives to foster and improve interprofessional collaboration in assessing and managing a standardized patient with acute and chronic pain.
PURPOSE: As rates of chronic pain and opioid use disorder continue to rise, improved pain education is essential. Using an interprofessional team objective structured clinical examination (OSCE) simulation, this study evaluates whether prior exposure to a case-based learning module improves students' assessment and treatment planning of a standardized patient prescribed chronic opioids presenting with acute pain. METHODS: A quasi-experimental mixed method approach using convenience sampling was employed to evaluate student performance and the impact of the educational intervention. RESULTS: Fourteen (intervention) and 16 (control) nurse practitioner, physician assistant, medical, pharmacy, and dental students in the final pre-licensure program years completed the team OSCE. Demographics, OSCE learning scores, Interprofessional Attitudes Scale scores, and pain management plans did not differ between groups. All students evaluated the activity highly. Qualitative analysis did not demonstrate differences between groups, but did identify similar themes: students missed opportunities to establish patient-provider rapport and educate across disciplines; opioid use disorder was assumed with chronic opioid therapy; team discussions improved treatment plans; moderators variably influenced team discussion. CONCLUSIONS: This novel approach to interprofessional training in pain management using a team OSCE is promising, with modifications suggested. A case-based learning module without structured education prior to the OSCE did not improve students' assessment and pain management skills compared to a control group. Nonetheless, important themes emerged including biases towards the standardized patient. Additional research is needed to develop effective curricular initiatives to foster and improve interprofessional collaboration in assessing and managing a standardized patient with acute and chronic pain.