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Chronic pain is a significant and costly problem worldwide, negatively impacting the quality of life of sufferers. However, considering that the future quality of care in health services is determined by the level of training of health sciences students today, there are clear discrepancies between the prevalence of chronic pain in society and the low priority given to educating about the complexities of pain.

The International Association for the Study of Pain (IASP) reported that pain education in universities is alarmingly inadequate for health science students in many countries [1]. The teaching of pain-related topics in medical schools around the world appears to be limited, fragmented, and variable [2]. There is a need to change the approach of the standard pain curriculum in university programs, emphasizing interpersonal, emotional, and social aspects rather than cellular processes, or “shifting the paradigm from biopsychosocial to sociopsychobiological” [3]. For these reasons, we consider it necessary to constantly review pain literature and update the curricular outline in order to highlight recommendations on chronic pain management that should be included in undergraduate health sciences programs.

Global or holistic assessment of the patient with chronic pain is essential. Evaluating the intensity of pain and assessing the perception of quality of life, while also reviewing psychosocial and behavioural aspects, is important. However, globally assessing patients with chronic pain using basic Patient-Reported Outcome Measures (PROMs) should be emphasized [4].

Undergraduate health sciences students must learn to establish individualized and functional goals, rather than focusing solely on pain scores. The SMART rule can help set goals with the patient, ensuring they are Specific, Measurable, Achievable, Realistic, and Time-bound. It is also important to consider the power of words and to promote activities that improve the communication skills of students. Empathy is a valuable resource for treating catastrophizing, which is something that frequently occurs in patients with chronic pain [5-7].

To fully engage patients, maintaining inter professional learning and promoting actions based on a multidisciplinary team approach is necessary [8]. Addressing these training gaps can be achieved through specific Inter Professional Education (IPE) activities, which are considered a key element for health profession educators to include in their curricula to effectively manage patients with chronic pain. This is especially crucial in the context of the opioid crisis, where medicine students need to learn to prescribe opioids responsibly and appropriately due to the risks of addiction and adverse events [9,10]. A more comprehensive curriculum and training program, supported by a multidisciplinary team-based approach, could enhance current standards of assessment, treatment, and management of chronic pain [11].

However, let us not forget that a preventive approach is considered the best treatment. It is necessary to promote the encouraging patient education, responsibility, and motivation for long-term self-care. Additionally, attention should be paid to red and yellow flags, and must be improved the protective factors of the patient to prevent complications [12,13].

Education on pain neuroscience can lead to positive changes in attitudes and beliefs. Through education, we can provide comprehensive care in educational programs, offering tools for selfmanagement. There is a wide variety of educational tools available to supplement pain education and ensure that the patient understands process of chronic pain. Sometimes, promoting group social and educational activities may be more effective than individual healthrelated interventions [14]. For this reason, education is a key without forgetting the association of lifestyles with chronic pain (diet, toxic habits, and sleep) [15].

Physical activity can reduce pain severity and improve physical function and quality of life. However, kinesiophobia can often limit physical activity, necessitating the development of strategies to reduce it [16,17]. Additionally, exploring "other therapies" could be important. Complementary and alternative medicine, cognitivebehavioural therapy, or simply using relaxation and mindfulness techniques could help to improve quality of life [18].

Chronic pain constitutes a silent epidemic, significantly diminishing the quality of life for those affected, necessitating a multifaceted approach for combatting it. To accomplish this, academic leaders must reconsider the integration of chronic pain education within university curricula. A new educational framework effective can only be achieved with specific interprofessional education activities which will allow young professionals develop skills to adequately control pain and to improve the quality of life of patients.

1. IASP. . Interprofessional pain, 2018.
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15. Kirsch Micheletti J, Bláfoss R, Sundstrup E, Bay H, Pastre CM, et al. (2019) . BMC Musculoskelet Disord 20:600-609.

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18. Thomas DA, Maslin B, Legler A, Springer E, Asgerally A, et al. (2016) . Curr Pain Headache Rep 20:-26-29.

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