Vargovich (33) | 2019 | Didactic lecture & workshop using standardised simulated patients | Pre and post workshop survey | Improvement in knowledge, attitudes, and confidence in managing chronic non-malignant pain |
Argyra (62) | 2015 | Course on chronic pain | Knowledge based survey for participants who attended a chronic pain course. Compared with those who hadn’t | Improved knowledge and awareness of pain clinics in learners who attended the course |
Tauben (45) | 2013 | 4 year integrated pain curriculum | Knowledge based questionnaire survey before the change to curriculum. No post intervention analysis. | An increase of core pain related teaching from 6 hrs to 25 |
Lempp (50) | 2010 | Student Selected Component using art and placements to teach about chronic pain | Reflective diaries and co-production of a piece of visual art with a patient with chronic pain. | All students passed the module. Learners understood the importance of listening to patients. |
Corrigan (25) | 2011 | Reflective practice on chronic pain following clinical placement in a rural setting | Qualitative analysis of reflective log entries | Learners found chronic pain challenging. They were concerned about opiate use. |
Weiner (38) | 2014 | E-learning module on chronic low back pain in older adults | OSCE assessment with subsequent statistical analysis comparing learners who had done the module with those who had been subject to usual teaching. | Statistically significant improvement in the raw pass mark from 61–96% |
Morley-Forster (41) | 2013 | A review of 3 undergraduate teaching initiatives on chronic pain. Variety of methods including workshops, e-learning, and lectures. | A case study approach was taken to the review. Evaluation not documented. | Experiential, multidisciplinary teaching and learning recommended. |
Dwyer (43) | 2017 | Concept mapping exercise using interactive management (IM) with learners to determine factors influencing a biopsychosocial approach to assessing chronic pain. | n/a Interactive Management is a systems thinking and action mapping strategy. | 7 categories identified: GP attitudes, cost, GP knowledge, time, patient-doctor relationships, biomedical factors, patient perceptions. GP attitude was deemed most influential. |
Friedberg (21) | 2008 | Interactive seminar using video, lecture and discussion. | Measurement of attitudes before and after the teaching using Chronic Fatigue Syndrome Attitudes Test (CFSAT). Paired Statistical analysis of pre and post session scores. | Significantly more favourable attitudes about CFS following the seminar. Particularly supporting more research funding, employers providing flexible hours, and viewing it as not a primarily psychological disorder. |
Saypol (55) | 2015 | Interactive Theatre to improve communication skills in patients with irritable bowel syndrome. | Survey of learner feedback including satisfaction ratings. | Improved cultural competence and active listening skills. More appreciation of the importance of empathy and respect for others. |
Wilson (26) | 1992 | Interdisciplinary course focused on chronic complex pain | Survey assessment of knowledge and attitudes towards chronic pain immediately following the course and 5 months later | Increased acceptance that the symptom was ‘real.’ Learners felt that treating pain was difficult, challenging, or unpleasant before and after the course. |
Stevens (46) | 2009 | Experiential curriculum in second year focused on pain assessment and management. Teaching included chronic pain. | OSCE assessment on acute (shoulder) pain and terminal (cancer) pain. | Intervention cohort had improved scores in the terminal pain case. |
Bradner (47) | 2019 | Interactive teaching session with a simulated patient. Case based discussion. | Learner reflections. These were optional and not formally analysed using qualitative methods. | Learners were more empathic towards the simulated patient and viewed her as a whole person. The simulated patient was negatively affected by the stigmatised responses initially voiced by learners. |
Leeds (57) | 2020 | 13 minute patient experience video | Knowledge and attitudinal questionnaires before and after the video. | Learners preferred the video to a lecture. Improved knowledge and attitudes, particularly in understanding of the mechanisms and management of fibromyalgia |
Gadde (58) | 2020 | Didactic lecture and case based learning, followed by experience of complementary therapies. | Pre and post session survey of self-reported knowledge. Analysed using paired t-test. | Improved awareness of complementary therapies for treating chronic pain. |