Background:

Somatisation or functional illness account for 5-20% of patient presentations in all specialties. Also referred to Bodily Distress Syndrome (BDS) as historically as ‘medically unexplained symptoms’ (MUS), these symptoms appear to be caused by maladaptive functioning of body systems without ongoing underlying tissue or organ damage. Previous research on student learning confirms a relative absence of formal curricula within medical undergraduate curricula for these illnesses. Through the learning culture of the hidden curriculum, students often acquire negative attitudes to these patients, which may impact on their clinical efficacy. However, current clinical research suggests that better explanatory models for such patients may become available. 

Objectives:

• To compare and explore educators’ (in various health professions) experiences of training, clinical practice and developing curricula for functional illness 
• To explore potential educational approaches that may help our future graduates have more competence and confidence with such patients or clients.