A novel interdisciplinary model for chronic pain education Sally Curtis BSc, PhD 1 Marilyn Monkhouse MB, FFARCS, FFPMRCA 1&2,Norma Waite BM MSc MBAcC 2 and Cathy Price MBBCH, DCH, FRCA, FFPMRCA 1&2 1 Faculty of Medicine, University of Southampton, Southampton, UK; 2 Pain Management Clinic, Royal South Hants Hospital, Southampton, UK E-mail: S.A.Curtis@southampton.ac.uk Aim An interactive interdisciplinary teaching model, integrated with patient experience, was developed to address the needs of chronic pain education for undergraduate medical students. The aim was to enlighten students to the causes and consequences of chronic pain. This approach was adopted to maximise understanding of the multifaceted nature of this condition. The session was embedded within a multidisciplinary pain teaching week. The session was delivered by a physiologist, a pain specialist doctor, a pain specialist nurse and expert patients (Figure 1). Results Figure 4. Usefulness of the session Figure 5. Useful Aspects of the session Figure 6. Was perception of chronic pain affected? Figure 7. How perception of chronic pain was affected Methods The 2.5 hr session began with a mock video consultation between a GP and chronic pain patient. Students were given a paper-based patient history before watching the video, to enhance understanding. Comment and debate was encouraged to air a range of student opinions. This was followed by presentation of an integrated model for the development of chronic pain (Figure 2). A novel analogy of living with chronic pain as a comparison to the stages of loss was presented and discussed (Figure 3). Real patient volunteers then delivered presentations on the effects of chronic pain on their lives and joined in a Q&A session with the students. Figure 2. an integrated model for the development of chronic pain 90% of 97 students found the session very useful or useful (Figure 4). 74% said listening to and talking with patients were the most useful aspects (Figure 5) 79% stated it altered their perception of chronic pain (Figure 6); 36% said it helped them gain insight and understanding of the condition 24% stated it had made them more open-minded (Figure 7). Kübler-Ross (1969) Murray-Parkes (1971) Denial Realisation Understanding that you have long-term pain that will not go away Anger Anxiety/Fear Fear anxiety about what is wrong, why does it still hurt when tissue has healed? Could it be more serious? Bargaining Urge to find or search for what is missing Try to identify with problem, research, medical tests, self-diagnosis Depression Feelings of internal loss of self Acceptance Identification phenomenon (Pathological variants of grief) Poor coping strategies How the stages of loss relate to chronic pain Conclusions The interdisciplinary model was successful in raising awareness of the chronic pain condition Students value learning from patient experience This model could be incorporated into any undergraduate healthcare curriculum. Loss of identity, lifestyle, relationships, independence Identification of new sense of self. Good coping strategies, good management Figure 3. An analogy of living with chronic pain as a comparison to the stages of loss Figure 1. “Keeping Pace with Pain” Chronic Pain Support Group - Southampton References: Hasenbring M.I. 2000, Attentional control of pain and the process of chronification., Progress in Pain Research, vol 129, pp 525-534.