Experimental Pain Research as an Effective Active Learning Method for Pain Education

PURPOSE: This cohort study evaluated the perception of undergraduate dental students regarding the effectiveness of a practical learning activity involving experimental pain research. METHODS: Seventy-six first-semester students participated in a 40-min activity consisting of four stages: demonstration, baseline assessment, intervention, and post-intervention. Pain and unpleasantness intensities were measured using mechanical stimuli applied to the face and forearm, assessed with a 0-100 mm visual analog scale. The intervention involved visual and verbal cues suggesting analgesia on one side and hyperalgesia on the other, followed by a 10-min application of topical anesthetic cream on both sides. Students completed a questionnaire rating the activity's effectiveness on a 0-10 numeric rating scale and took a theoretical exam. ANOVA, Wilcoxon test, and Spearman correlation were applied to data (p < 0.050). RESULTS: The mean (SD) effectiveness rating for facilitating learning was 8.75 (1.26), and for increasing interest and curiosity in the subject, it was 8.89 (1.18). There was no significant relationship between students' perceptions and their theoretical exam performance (p > 0.050). There was a reduction in pain and unpleasantness with the suggestion of analgesia, -0.70 (14.70) and -2.94 (16.23), and an increase in pain and unpleasantness with the suggestion of hyperalgesia, 5.85 (12.85) and 1.70 (14.74) (p < 0.001). CONCLUSION: We conclude that it is possible to replicate results from experimental pain research in a teaching environment. Thus, incorporating experiments as a teaching method is valuable and effective for pain education. SIGNIFICANCE: This study presents a novel approach to pain education. It was demonstrated that rigorous research methodologies can be effectively integrated into the educational setting.