Clinical Scorecard: Peer-Led Case-Based Instruction for Pain Medicine Fellows: A Curriculum Tailored to Varied Residency Foundations

At a Glance

Key Highlights

• Curriculum addresses heterogeneous baseline knowledge by categorizing prior and new knowledge among fellows.
• Nine faculty-led case-based modules developed based on pain medicine competencies and global disease burden.
• 90% of participants reported improved knowledge retention; 80% reported increased peer respect.

Guideline-Based Recommendations

Diagnosis

• Assess trainees’ prior knowledge from their primary specialties to tailor educational content.

Management

• Implement Kern’s 6-step approach to develop case-based, peer-led curricula.
• Use active categorization of knowledge (accurate prior, inaccurate prior, new from peers, new for all) to promote collaborative learning.

Monitoring & Follow-up

• Collect anonymized trainee feedback to evaluate knowledge retention and peer respect.
• Faculty should observe trainee progress relative to assumptions about prior specialty training.

Risks

• Risk of siloed learning if prior knowledge differences are not assessed or addressed.
• Potential educator bias from assumptions about trainees’ primary discipline knowledge.

Patient & Prescribing Data

Not applicable (educational intervention for fellows)

Not applicable

Clinical Best Practices

• Incorporate multidisciplinary trainees’ strengths and knowledge gaps into curriculum design.
• Facilitate safe environments for knowledge sharing and peer teaching.
• Anchor learning in constructivist theory emphasizing building new knowledge on prior knowledge.
• Use case-based learning modules reflecting prevalent pain conditions and board certification content.

References

• Kern’s 6-step approach to curriculum development
• Global burden of disease data for pain conditions
• ACGME Pain Medicine Competencies