PDF(Pubmed)
Abstract：
UNASSIGNED: To examine the immediate effects of a comprehensive pain course on medical students\' pre-existing perceptions and attitudes toward pain patients and opioid management.
UNASSIGNED: First-year medical students at a major academic medical center enrolled in a required pre-clerkship pain course in June 2020 and completed pre- and post-course online surveys with Likert-scale questions about their attitudes toward pain management and opioid-related issues. Additionally, the surveys included a free-text question where the students listed the first five words that came to mind when hearing the word \"opioids\". These words were categorized as \"professional\" or \"lay\" words and further as having \"positive\", \"negative\", or \"neutral\" connotations. Data analyses included descriptive statistics, as well as non-parametric and parametric tests.
UNASSIGNED: Fifty-four of the 119 students responded to pretest and posttest surveys and were included in paired analyses. There was a significant difference between the number of professional words used before (M=1.21, SD=0.97) and after the course (M=2.40 SD=1.33); t(52)=-6.39, P<0.001. Students also used more lay-positive words after the course (M=0.81, SD=0.63) than they used pre-course (M=0.23, SD=0.43); t(51)=-5.98, P<0.001. Students\' post-course responses to several key Likert-scale questions showed significant shifts toward more positive attitudes about caring for patients with pain. For example, students acknowledged greater comfort in providing opioids for chronic pain (P<0.001) where appropriate, and enhanced interest in handling complex pain cases (P<0.001).
UNASSIGNED: Results showed that a comprehensive, multi-disciplinary pain course could greatly enhance first-year medical students\' attitudes toward pain management, chronic pain patients, and the complex issues surrounding opioids.
UNASSIGNED: First-year medical students at a major academic medical center enrolled in a required pre-clerkship pain course in June 2020 and completed pre- and post-course online surveys with Likert-scale questions about their attitudes toward pain management and opioid-related issues. Additionally, the surveys included a free-text question where the students listed the first five words that came to mind when hearing the word \"opioids\". These words were categorized as \"professional\" or \"lay\" words and further as having \"positive\", \"negative\", or \"neutral\" connotations. Data analyses included descriptive statistics, as well as non-parametric and parametric tests.
UNASSIGNED: Fifty-four of the 119 students responded to pretest and posttest surveys and were included in paired analyses. There was a significant difference between the number of professional words used before (M=1.21, SD=0.97) and after the course (M=2.40 SD=1.33); t(52)=-6.39, P<0.001. Students also used more lay-positive words after the course (M=0.81, SD=0.63) than they used pre-course (M=0.23, SD=0.43); t(51)=-5.98, P<0.001. Students\' post-course responses to several key Likert-scale questions showed significant shifts toward more positive attitudes about caring for patients with pain. For example, students acknowledged greater comfort in providing opioids for chronic pain (P<0.001) where appropriate, and enhanced interest in handling complex pain cases (P<0.001).
UNASSIGNED: Results showed that a comprehensive, multi-disciplinary pain course could greatly enhance first-year medical students\' attitudes toward pain management, chronic pain patients, and the complex issues surrounding opioids.
摘要：
■研究全面疼痛课程对医学生对疼痛患者和阿片类药物管理的预先存在的看法和态度的直接影响。
■主要学术医学中心的一年级医学生于2020年6月参加了必修的实习前疼痛课程，并完成了课程前和课程后的在线调查，其中包括Likert量表关于他们对疼痛管理和阿片类药物相关问题的态度的问题。此外,调查包括一个自由文本问题，学生们列出了听到“阿片类药物”这个词时想到的前五个词。这些词被归类为“专业”或“躺”词，进一步被归类为“积极”，\"negative\",或“中性”的含义。数据分析包括描述性统计，以及非参数检验和参数检验。
■119名学生中有54名回答了测试前和测试后的调查，并被纳入配对分析。术前专业词使用数(M=1.21,SD=0.97)与术后专业词使用数(M=2.40SD=1.33)差异有统计学意义;t(52)=-6.39,P<0.001。学生在课程结束后（M=0.81，SD=0.63）也比使用前（M=0.23，SD=0.43）更多；t（51）=-5.98，P<0.001。学生在课程后对几个关键的李克特量表问题的回答表明，人们对照顾疼痛患者的态度发生了重大转变。例如,学生承认在适当的情况下提供阿片类药物治疗慢性疼痛更舒适(P<0.001)，并提高了处理复杂疼痛病例的兴趣（P<0.001）。
■结果表明，多学科的疼痛课程可以大大提高一年级医学生对疼痛管理的态度，慢性疼痛患者，以及围绕阿片类药物的复杂问题。
■主要学术医学中心的一年级医学生于2020年6月参加了必修的实习前疼痛课程，并完成了课程前和课程后的在线调查，其中包括Likert量表关于他们对疼痛管理和阿片类药物相关问题的态度的问题。此外,调查包括一个自由文本问题，学生们列出了听到“阿片类药物”这个词时想到的前五个词。这些词被归类为“专业”或“躺”词，进一步被归类为“积极”，\"negative\",或“中性”的含义。数据分析包括描述性统计，以及非参数检验和参数检验。
■119名学生中有54名回答了测试前和测试后的调查，并被纳入配对分析。术前专业词使用数(M=1.21,SD=0.97)与术后专业词使用数(M=2.40SD=1.33)差异有统计学意义;t(52)=-6.39,P<0.001。学生在课程结束后（M=0.81，SD=0.63）也比使用前（M=0.23，SD=0.43）更多；t（51）=-5.98，P<0.001。学生在课程后对几个关键的李克特量表问题的回答表明，人们对照顾疼痛患者的态度发生了重大转变。例如,学生承认在适当的情况下提供阿片类药物治疗慢性疼痛更舒适(P<0.001)，并提高了处理复杂疼痛病例的兴趣（P<0.001）。
■结果表明，多学科的疼痛课程可以大大提高一年级医学生对疼痛管理的态度，慢性疼痛患者，以及围绕阿片类药物的复杂问题。
