Recommended Reading from Saint Louis University School of Medicine Fellows

UNSTRUCTURED The Acknowledgments revised to: We thank Professor JE Morley, Saint Louis University School of Medicine, USA, who invented the Rapid cognitive screen, for having agreed to let us adapt it into an online version suited for older Chinese people in Hong Kong. We appreciate the support of the Jockey Club Centre for Positive Ageing for the contribution of design, development, and assistance in data collection. We appreciate the support from a local software company Mindvivid Limited to assist in software development of the EC-Screen. We also thanks Ms. Anthea Ng, research assistant of the Division of Neurology, for her help in data collection and entry. INTERNATIONAL REGISTERED REPORT RR2-17332

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How to Teach Medical Students About Pain and Dementia: E-Learning, Experiential Learning, or Both?

Pain Medicine ◽

10.1093/pm/pnaa187 ◽

2020 ◽

Vol 21 (10) ◽

pp. 2117-2122

Author(s):

Keelin Moehl ◽

Rollin M Wright ◽

Joseph Shega ◽

Monica Malec ◽

G Kelley Fitzgerald ◽

...

Keyword(s):

Medical Students ◽

Experiential Learning ◽

Pain Modulation ◽

Saint Louis ◽

University Of Pittsburgh ◽

Saint Louis University ◽

School Of Medicine ◽

People With Dementia ◽

E Learning ◽

The Impact

Abstract Objective Pain management in persons with mild to moderate dementia poses unique challenges because of altered pain modulation and the tendency of some individuals to perseverate. We aimed to test the impact of an e-learning module about pain in communicative people with dementia on third-year medical students who had or had not completed an experiential geriatrics course. Design Analysis of pre- to postlearning changes and comparison of the same across the student group. Setting University of Pittsburgh School of Medicine and Saint Louis University School of Medicine. Subjects One hundred four University of Pittsburgh and 57 Saint Louis University medical students. Methods University of Pittsburgh students were randomized to view either the pain and dementia module or a control module on pain during a five-day geriatrics course. Saint Louis University students were asked to complete either of the two modules without the context of a geriatrics course. A 10-item multiple choice knowledge test and three-item attitudes and confidence questionnaires were administered before viewing the module and up to seven days later. Results Knowledge increase was significantly greater among students who viewed the dementia module while participating in the geriatrics course than among students who viewed the module without engaging in the course (P < 0.001). The modules did not improve attitudes in any group, while student confidence improved in all groups. Conclusions Medical students exposed to e-learning or experiential learning demonstrated improved confidence in evaluating and managing pain in patients with dementia. Those exposed to both educational methods also significantly improved their knowledge.

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