Trial reportEuropean journal of pain (London, England)2026
Learning to Unveil: Tackling Implicit Bias in Pain Recognition Through Education.
Trial report in European journal of pain (London, England), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIndependent studies demonstrate that racial biases and inferences from facial appearance impact healthcare decisions, especially in pain recognition and treatment, with such biases already detectable among medical students. To address this issue, the present research evaluated the effectiveness of a multifaceted evidence-based educational intervention aimed at mitigating implicit biases by increasing students' knowledge and awareness of these factors in clinical settings and fostering strategies for equitable pain management.
methodA total of 100 medical students were randomly assigned to an experimental or a control group. Both groups completed a pain recognition task twice, evaluating perceived pain intensity and the likelihood of recommending treatment. Between sessions, the experimental group took part in a brief educational intervention combining theoretical input on implicit biases in pain assessment, evidence from empirical studies, and applied reflection on clinical scenarios, whereas the control group received the same lesson after completing the study.
resultsThe findings reveal that repeated exposure to the pain recognition task influenced responses in both groups, suggesting a task-related learning effect. The educational intervention significantly improved response times, pain intensity ratings, and treatment recommendations across stimuli categories, irrespective of race or facial trustworthiness.
conclusionsThis suggests that the intervention heightened students' sensitivity to pain-related cues and encouraged a re-evaluation of clinical judgements. These results underscore the value of targeted educational initiatives in addressing disparities in pain recognition and treatment driven by facial cues, providing evidence that even brief interventions may contribute to mitigating implicit biases and support more equitable healthcare decision-making. SIGNIFICANCE: This study demonstrates the effectiveness of a brief, evidence-based educational intervention in reducing implicit racial biases in pain recognition among medical students. By enhancing students' sensitivity to pain-related cues, the intervention holds promise for improving equitable healthcare practices and reducing bias-driven disparities in pain management.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.