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A Medical Student Curriculum on Functional Medical Disorders.

Mohsin F Butt1,2, Daniele Scotto1, Christopher G S Gilmartin1

  • 1NIHR Nottingham Biomedical Research Centre, Nottingham University Hospitals NHS Trust and the University of Nottingham, Nottingham, UK.

The Clinical Teacher
|June 26, 2025
PubMed
Summary
This summary is machine-generated.

A new medical school course improved students' knowledge and confidence in managing functional medical disorders (FMDs). The curriculum also positively shifted attitudes, reducing stigma associated with FMDs.

Keywords:
curriculum developmentfunctional medical disordersmedical education

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Area of Science:

  • Medical Education
  • Psychosomatic Medicine
  • Clinical Skills Training

Background:

  • Functional medical disorders (FMDs) present with physical symptoms unexplained by standard tests, often leading to negative perceptions among healthcare professionals, including medical students.
  • Addressing these negative perceptions and improving understanding is crucial for effective patient care.

Purpose of the Study:

  • To develop and evaluate an educational course on FMDs for first-year medical students.
  • To assess the impact of the course on students' knowledge, attitudes, and confidence regarding FMDs.

Main Methods:

  • A multidisciplinary team delivered a six-week curriculum combining didactic teaching, tutorials, and simulated patient encounters.
  • Validated questionnaires assessed knowledge, attitudes, and confidence related to irritable bowel syndrome (IBS) pre- and post-course.
  • An objective structured clinical examination (OSCE) evaluated students' history-taking and diagnostic communication skills with simulated patients presenting with IBS and fibromyalgia.

Main Results:

  • Significant improvements were observed in students' knowledge of FMDs (88.89% post-course vs. 57.50% pre-course, p < 0.001).
  • Student confidence increased across all assessed domains (pathophysiology, symptoms, investigations, communication; p < 0.001).
  • Attitudes towards FMDs showed statistically significant improvement in 91.7% of questions, and 100% of students passed the OSCE.

Conclusions:

  • Integrating a dedicated course on FMDs into the medical school curriculum effectively enhances student knowledge and confidence.
  • Such educational interventions show promise in reducing stigma associated with functional medical disorders.