Medical Student Perceptions of Integration and Effectiveness of Educational Methods Used in Analgesic Pharmacology Curricula

Despite the prevalence of pain, it's management complexity, and concerns about opioid over‐prescription, literature does not make clear ideal ways to integrate analgesic pharmacotherapy education across medical education. While most institutions implement analgesic education during preclinical pharmacology, evidence suggests that impactful education must be integrated across the preclinical and clinical years. At our institution, opioid and analgesic pharmacology education is heavily taught in the second year (M2) and integrated across 4 years using interactive didactics, Team‐based learning (TBL), Case‐based learning (CBL), standardized patients, and simulations. Activities are housed in modules or clerkship, but also implemented through Interprofessional education (IPE) and Longitudinal Curricular Theme events (LCT) not coordinated with a pharmacology educator. Our goals in this poster are to share our analgesic curricula and outcomes evaluated by examining analgesic pharmacology knowledge and evaluating learner perspectives across time by surveying cohorts before they took pharmacology (CO2023, a baseline), in mid‐clerkship (CO2022, had completed pharmacology) and nearing graduation (CO2021).