Postgraduate Course: Assessment, Measurement and the Multidisciplinary Approach (PAMA11054)
Course Outline
| School | Deanery of Clinical Sciences |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | Assessment and measurement of pain are key to the effective management of pain and often provide the fundamental first steps for patient professional interaction. |
| Course description |
This course is the second of six core subjects in the Clinical Management of Pain programme. It aims to provide you with an opportunity to examine, challenge and update your understanding of assessment and measurement of pain in clinical practice.
Assessment and Measurement are key to the effective management of pain and often provide the fundamental first steps for patient professional interaction. Barriers and difficulties in assessment and measurement are explored as are the current models of best practice.
This is a 5-week distance learning course worth 10 credits. Students are expected to spend 20 hours per week on this course. Students will be given a brief overview of the course and will then be provided with relevant materials and resources. Specific tasks and online exercises relating to each weeks topic will be set. A final submitted assessment will be required for the course.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | No |
Course Delivery Information
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| Academic year 2024/25, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
MVM Online Learning Block 1 |
| Course Start Date |
16/09/2024 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Lecture Hours 4,
Seminar/Tutorial Hours 14,
Online Activities 15,
Feedback/Feedforward Hours 2,
Formative Assessment Hours 2,
Summative Assessment Hours 26,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
35 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment and Feedback in this course is covered by the University of Edinburgh Assessment and Feedback Principles and Priorities.
Key principles that will underpin assessment activities are evidence-based practice and the application of theory to clinical practice. Assessment will consist of the following
Assessment 1: Contribution to asynchronous Discussion Board 8% (2% x 4 weeks)
Assessment 2: Submission plan for final assignment 200-300 words (2%)
Assessment 3: Submission of a 2000 word written assignment (90%)
Please note that you must make a reasonable attempt at each of the assignments in order to receive a passing grade for the course. If you fail to make a reasonable attempt at any of the assignments, you risk a failing grade for the course which would normally have serious repercussions in your ability to achieve an award. |
| Feedback |
Assessment and Feedback in this course is covered by the University of Edinburgh Assessment and Feedback Principles and Priorities
Throughout your studies, you will receive regular feedback on your work. This helps to maximise the effectiveness of learning and teaching, and enhances your performance. Feedback can be any comment from another person that may result in improving your learning and understanding. It is important to remember that feedback is not always in written form on a marked piece of work. Whilst feedback can take this form, the vast majority of feedback you will receive during your university career is not associated with a mark.
Feedback is provided on all items of in-course assessment, both summative and formative. Formative feedback may be take the form of group feedback where only salient points for the whole group are provided.
When marked work is returned to you, it is your responsibility to read and think about the feedback given and not just look at the mark. The feedback gives you an indication of what you did well, what you misunderstood and what you did not address correctly. If you have any questions, please contact the named Course Organiser. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Articulate the differences between assessment and measurement;
- Delineate the domains of assessment and measurement and their relevance to clinical practice;
- Appreciate the implications of the assessment and measurement of pain in special populations;
- Identify and interpret limitations and barriers to the assessment and measurement of pain in different clinical contexts.
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Reading List
A Resource List will be provided to ensure access to appropriate and relevant resources to enable participation in this course.¿ Details about Resource Lists can be found at https://www.ed.ac.uk/information-services/research-teaching-staff/resource-lists/information-for-students¿
Resource material will be provided to enhance each week¿s material.¿ Examples of the variety of materials used can be seen below ¿ please note this is indicative of what will be provided:¿
Ballantyne,J., S. Fishman, J.P. Rathmell, & I. Ovid Technologies (eds.) (2019a) Bonica¿s management of pain editors, Jane C. Ballantyne, Scott M. Fishman, James P. Rathmell. 5th edition. Philadelphia, Wolters Kluwer Health.
Bendinger, T. & Plunkett, N. (2016) Measurement in pain medicine. BJA Education. 16 (9), 310¿315. doi:10.1093/bjaed/mkw014.
Cowen, R., Stasiowska, M.K., Laycock, H. & Bantel, C. (2015) Assessing pain objectively: the use of physiological markers. Anaesthesia. 70 (7), 828¿847. doi:10.1111/anae.13018.
Deldar, K., Froutan, R. & Ebadi, A. (2018) Challenges faced by nurses in using pain assessment scale in patients unable to communicate: a qualitative study. BMC nursing. 17 (1), 11¿18. doi:10.1186/s12912-018-0281-3.
Dequeker, S., Van Lancker, A. & Van Hecke, A. (2018) Hospitalized patients¿ vs. nurses¿ assessments of pain intensity and barriers to pain management. Journal of advanced nursing. 74 (1), 160¿171. doi:10.1111/jan.13395.
Fillingim, R.B. (2017) Individual differences in pain: Understanding the mosaic that makes pain personal. Pain (Amsterdam). 158 (4), S11¿S18. doi:10.1097/j.pain.0000000000000775.
Kroenke, K. (2018) Pain measurement in research and practice. Journal of general internal medicine¿: JGIM. 33 (Suppl 1), 7¿8. doi:10.1007/s11606-018-4363-4.
Lalloo, C., Kumbhare, D., Stinson, J.N. & Henry, J.L. (2014) Pain-QuILT: Clinical feasibility of a web-based visual pain assessment tool in adults with chronic pain. Journal of medical Internet research. 16 (5), e127¿227. doi:10.2196/jmir.3292.
Main, C.J. (2016) Pain assessment in context: A state of the science review of the McGill pain questionnaire 40 years on. Pain (Amsterdam). 157 (7), 1387¿1399. doi:10.1097/j.pain.0000000000000457.
Mccormick, T. & Law, S. (2016) Assessment of acute and chronic pain. Anaesthesia & Intensive Care Medicine. 17 (9), 421¿424. doi:10.1016/j.mpaic.2016.06.007.
Turk, D.C. (2010b) Handbook of Pain Assessment [electronic resource]. Third edition. New York¿:, Guilford Publications.
Turk, D.C., Fillingim, R.B., Ohrbach, R. & Patel, K.V. (2016) Assessment of Psychosocial and Functional Impact of Chronic Pain. The journal of pain. 17 (9), T21¿T49. doi:10.1016/j.jpain.2016.02.006.
Zaccagnino, M.P. & Nedeljkovic, S.S. (2017) Pain Assessment Tools. In: Pain Medicine. Cham, Springer International Publishing. pp. 77¿81. doi:10.1007/978-3-319-43133-8_21.
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Additional Information
| Graduate Attributes and Skills |
During the course students will have to demonstrate the ability to work both independently and collaboratively with others. Their knowledge and understanding of the topic will improve but they will also learn generic approaches/skills. As the course is distance learning, it will contribute to their IT, writing and communication skills which can be applied to both clinical and academic environments. Finally, they will be expected to be able to bring together and draw from the information provided through the course during their assignment writing. Competences such as structuring of work and accurate referencing should also improve.
GENERIC COGNITIVE SKILLS: the ability to apply critical analysis, evaluation and synthesis to forefront issues and developments, develop original and creative responses to problems and issues, critically review, consolidate and extend knowledge, skills, practices and thinking, deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information.
COMMUNICATION, IT AND NUMERACY SKILLS: use a wide range of routine skills and a range of advanced and specialised skills such as communication with peers, more senior colleagues and specialists, evaluation of a wide range of numerical and geographical data
AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS: exercise substantial autonomy and initiative in professional and equivalent activities, work in a peer relationship with specialist practitioners, demonstrate leadership and/or initiative and make an identifiable contribution to change and development and/or new thinking, manage complex ethical and professional issues |
| Special Arrangements |
None |
| Keywords | Not entered |
Contacts
| Course organiser | Mr Neil Clark
Tel: (0131 2)42 6130
Email: |
Course secretary | Ms Ewelina Skala
Tel: (0131 5)37 1000
Email: |
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