Results of a Team Objective Structured Clinical Examination (OSCE) in a Patient with Pain

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...

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Veröffentlicht in:Pain medicine (Malden, Mass.) Mass.), 2021-12, Vol.22 (12), p.2918-2924
Hauptverfasser: Barreveld, Antje M, Flanagan, Jane M, Arnstein, Paul, Handa, Shruti, Hernández-Nuño de la Rosa, María F, Matthews, Michele L, Shaefer, Jeffry R
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container_end_page 2924
container_issue 12
container_start_page 2918
container_title Pain medicine (Malden, Mass.)
container_volume 22
creator Barreveld, Antje M
Flanagan, Jane M
Arnstein, Paul
Handa, Shruti
Hernández-Nuño de la Rosa, María F
Matthews, Michele L
Shaefer, Jeffry R
description 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.
doi_str_mv 10.1093/pm/pnab199
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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.</description><identifier>ISSN: 1526-2375</identifier><identifier>EISSN: 1526-4637</identifier><identifier>DOI: 10.1093/pm/pnab199</identifier><identifier>PMID: 34145890</identifier><language>eng</language><publisher>OXFORD: Oxford University Press</publisher><subject>Anesthesiology ; Care and treatment ; Chronic pain ; Chronic Pain - diagnosis ; Chronic Pain - drug therapy ; Clinical Competence ; Drug abuse ; Drug addiction ; Educational aspects ; Educational Measurement ; General &amp; Internal Medicine ; Humans ; Learning ; Life Sciences &amp; Biomedicine ; Medical cooperation ; Medical education ; Medical students ; Medicine, General &amp; Internal ; Methods ; Narcotics ; Nursing education ; Opioids ; Pain ; Pain management ; Patients ; Physical Examination ; Science &amp; Technology ; Standardized tests ; Students ; Substance use disorder</subject><ispartof>Pain medicine (Malden, Mass.), 2021-12, Vol.22 (12), p.2918-2924</ispartof><rights>The Author(s) 2021. Published by Oxford University Press on behalf of the American Academy of Pain Medicine. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com 2021</rights><rights>The Author(s) 2021. Published by Oxford University Press on behalf of the American Academy of Pain Medicine. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.</rights><rights>COPYRIGHT 2021 Oxford University Press</rights><rights>The Author(s) 2021. Published by Oxford University Press on behalf of the American Academy of Pain Medicine. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>true</woscitedreferencessubscribed><woscitedreferencescount>6</woscitedreferencescount><woscitedreferencesoriginalsourcerecordid>wos000743612400019</woscitedreferencesoriginalsourcerecordid><citedby>FETCH-LOGICAL-c412t-c6329796cf06bb9aaf842274cf202d56fdd9291dc430abb8becc91fa82663b063</citedby><cites>FETCH-LOGICAL-c412t-c6329796cf06bb9aaf842274cf202d56fdd9291dc430abb8becc91fa82663b063</cites><orcidid>0000-0003-2560-9974 ; 0000-0003-1126-2797</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>315,781,785,1585,27929,27930,39263</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34145890$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Barreveld, Antje M</creatorcontrib><creatorcontrib>Flanagan, Jane M</creatorcontrib><creatorcontrib>Arnstein, Paul</creatorcontrib><creatorcontrib>Handa, Shruti</creatorcontrib><creatorcontrib>Hernández-Nuño de la Rosa, María F</creatorcontrib><creatorcontrib>Matthews, Michele L</creatorcontrib><creatorcontrib>Shaefer, Jeffry R</creatorcontrib><title>Results of a Team Objective Structured Clinical Examination (OSCE) in a Patient with Pain</title><title>Pain medicine (Malden, Mass.)</title><addtitle>PAIN MED</addtitle><addtitle>Pain Med</addtitle><description>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.</description><subject>Anesthesiology</subject><subject>Care and treatment</subject><subject>Chronic pain</subject><subject>Chronic Pain - diagnosis</subject><subject>Chronic Pain - drug therapy</subject><subject>Clinical Competence</subject><subject>Drug abuse</subject><subject>Drug addiction</subject><subject>Educational aspects</subject><subject>Educational Measurement</subject><subject>General &amp; Internal Medicine</subject><subject>Humans</subject><subject>Learning</subject><subject>Life Sciences &amp; Biomedicine</subject><subject>Medical cooperation</subject><subject>Medical education</subject><subject>Medical students</subject><subject>Medicine, General &amp; Internal</subject><subject>Methods</subject><subject>Narcotics</subject><subject>Nursing education</subject><subject>Opioids</subject><subject>Pain</subject><subject>Pain management</subject><subject>Patients</subject><subject>Physical Examination</subject><subject>Science &amp; 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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.</abstract><cop>OXFORD</cop><pub>Oxford University Press</pub><pmid>34145890</pmid><doi>10.1093/pm/pnab199</doi><tpages>7</tpages><orcidid>https://orcid.org/0000-0003-2560-9974</orcidid><orcidid>https://orcid.org/0000-0003-1126-2797</orcidid></addata></record>
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subjects Anesthesiology
Care and treatment
Chronic pain
Chronic Pain - diagnosis
Chronic Pain - drug therapy
Clinical Competence
Drug abuse
Drug addiction
Educational aspects
Educational Measurement
General & Internal Medicine
Humans
Learning
Life Sciences & Biomedicine
Medical cooperation
Medical education
Medical students
Medicine, General & Internal
Methods
Narcotics
Nursing education
Opioids
Pain
Pain management
Patients
Physical Examination
Science & Technology
Standardized tests
Students
Substance use disorder
title Results of a Team Objective Structured Clinical Examination (OSCE) in a Patient with Pain
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