Postgraduate Course: Assessment, Measurement and the Multidisciplinary Approach (PAMA11054)
Course Outline
| School | Edinburgh Medical School |
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 week's 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 2026/27, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
MVM Online Learning Block 1 |
| Course Start Date |
21/09/2026 |
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. These can be found at this link https://edwebcontent.ed.ac.uk/sites/default/files/atoms/files/assessmentfeedbackprinciplespriorities.pdf .
The key principles that 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 10% (2.5% x 4 weeks)
Assessment 2: Submission of a 2000 word written essay (90%)
Formative Assessment: Essay plan for final assignment 300-400 words
You are required to complete and receive a passing grade in the assessments in order to obtain a passing grade for this 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.
If you fail to make a reasonable attempt at any of the assessments in the course, you risk a failing grade for the course, which may have repercussions in your ability to achieve a final award in the programme. |
| Feedback |
Assessment and Feedback in this course is covered by the University of Edinburgh Assessment and Feedback Principles and Priorities. These can be found at this link https://edwebcontent.ed.ac.uk/sites/default/files/atoms/files/assessmentfeedbackprinciplespriorities.pdf .
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, most of the feedback you will receive during your university career may not associated with a mark.
Feedback is provided on all items of in-course assessment, both summative and formative. Formative feedback may 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 list of Learning Resources will be provided to ensure access to appropriate and relevant resources to enable full participation in this course.
Details about the Learning Resource Lists can be found at https://www.ed.ac.uk/information-services/research-teaching-staff/resource-lists/information-for-students.
Below is a selection of some of the resources that you will be expected to engage with during the course. This is an indicative list and may be amended in light of more recent and relevant resources becoming available.
Forget, P., Kahtan, H. & Jordan, A. (2023) Personalized pain assessment: What does acceptable pain - mean to you - European journal of pain. 27 (9), 1139-1143. doi:10.1002/ejp.2166.
Grol-Prokopczyk, H. (2025) Why Are There So Many Ways to Measure Pain - Epistemological and Professional Challenges in Medical Standardization. Qualitative sociology review: QSR. 21 (1), 46-72. doi:10.18778/1733-8077.21.1.03.
Landmark, L., Sunde, H.F., Fors, E.A., Kennair, L.E.O., Sayadian, A., Backelin, C. & Reme, S.E. (2024) Associations between pain intensity, psychosocial factors, and pain-related disability in 4285 patients with chronic pain. Scientific reports. 14 (1), 13477-12. doi:10.1038/s41598-024-64059-8.
Wideman, T.H., Edwards, R.R., Walton, D.M., Martel, M.O., Hudon, A. & Seminowicz, D.A. (2019) The Multimodal Assessment Model of Pain: A Novel Framework for Further Integrating the Subjective Pain Experience Within Research and Practice. The Clinical journal of pain. 35 (3), 212-221. doi:10.1097/AJP.0000000000000670. |
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.
Skills For Success Framework (SFSF) https://graduate-attributes.ed.ac.uk/what-is-the-skills-for-success-framework
The academic experience at Edinburgh embeds:
Critical Thinking
Curiosity
Problem Solving
Collaboration
Reflection
Communication
Inclusivity
Adaptivity
Data and digital literacy
Individuality |
| Keywords | biopsychosocial pain management approaches |
Contacts
| Course organiser | Mr Neil Clark
Tel: (0131 2)42 6130
Email: neil.clark2@ed.ac.uk |
Course secretary | Ms Ewelina Skala
Tel: (0131 5)37 1000
Email: eskala2@exseed.ed.ac.uk |
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