Pain Management Education in Health Professions

Pain management education across health professions has evolved to address the high global burden of acute and chronic pain. Historically, curricula emphasised predominantly biomedical approaches, often neglecting the psychological and social dimensions of pain and resulting in variable competencies among graduates. Contemporary programmes increasingly integrate a biopsychosocial model from the outset, combining theoretical instruction with clinical practise in interdisciplinary settings. Core competencies now encompass pain assessment, pharmacological and non-pharmacological interventions, communication skills and ethical considerations. Educational strategies span lectures, problem-based learning, simulation exercises and reflective practice, frequently supported by interprofessional learning that unites medicine, nursing, physiotherapy and pharmacy students. Despite these advances, institutions differ widely in the allocation of dedicated pain teaching hours and the presence of clearly defined learning objectives. Assessment of outcomes employs validated instruments measuring knowledge, attitudes and empathic engagement. Emphasis is also placed on cultural competency and patient-centred care, recognising how social determinants influence pain experiences. Strengthening pain education is vital to equip health professionals with evidence-based skills that improve patient outcomes, reduce chronicity and mitigate the consequences of undertreatment.

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Pain Management Education in Health Professions publication trend

The graph below shows the total number of articles in pain management education in health professions across all publications each year (not limited to Nature Index journals).

Technical terms

Biopsychosocial model: An integrated framework recognising that biological, psychological and social factors jointly influence the experience and management of pain.

Persistent physical symptoms (PPS): Chronic somatic complaints, including non-cancer pain and related syndromes, that persist beyond normal tissue healing and require multifaceted care approaches.

Curriculum audit: A systematic review of educational content, delivery methods and assessment strategies to ensure alignment with defined learning outcomes.

Empathy: The capacity of practitioners to understand and share the feelings of patients, fostering compassionate and patient-centred care.

Interprofessional learning: An educational approach in which students from multiple health disciplines learn with, from and about each other to improve collaboration and quality of care.

References

1. Evaluating the relationship between pain empathy, knowledge and attitudes among nurses in North China: a cross-sectional study. BMC Nursing (2023).
2. What are medical students taught about persistent physical symptoms? A scoping review of the literature. BMC Medical Education (2024).
3. Pain medicine content, teaching and assessment in medical school curricula in Australia and New Zealand. BMC Medical Education (2018).