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Pain Research and Management
Volume 20, Issue 1, Pages e12-e20
http://dx.doi.org/10.1155/2015/159580
Original Article

A Novel Pain Interprofessional Education Strategy for Trainees: Assessing Impact on Interprofessional Competencies and Pediatric Pain Knowledge

Judith P. Hunter,1 Jennifer Stinson,2,3,4 Fiona Campbell,5,6 Bonnie Stevens,2,3,4 Susan J. Wagner,7,8 Brian Simmons,8,9,10 Meghan White,3 and Margaret van Wyk1,3

1Department of Physical Therapy, Faculty of Medicine, University of Toronto, Canada
2Center for Nursing, The Hospital for Sick Children, and Lawrence S Bloomberg Faculty of Nursing, University of Toronto, Canada
3Child Health Evaluative Sciences, University of Toronto, Toronto, Ontario, Canada
4Lawrence S Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada
5Department of Anesthesia and Pain Medicine, The Hospital for Sick Children, University of Toronto, Toronto, Ontario, Canada
6Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
7Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
8Centre for Interprofessional Education, University of Toronto, Toronto, Ontario, Canada
9Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
10Department of Pediatrics, Sunnybrook Health Science Centre, Toronto, Ontario, Canada

Copyright © 2015 Hindawi Publishing Corporation. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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.