Abstract / Summary
Humanized pediatric pain education must address clinical evidence as well as the situated ways in which children and families recognize, communicate, and respond to pain. This paper reports a formative qualitative case study embedded in the HUPEDCARE multicenter project, which in-volves 15 universities in Europe, Africa, and Latin America. This formative pilot case study aimed to examine how situated maternal narratives and children’s visual expressions could contribute to the preliminary design of specialized educational content for humanized pediatric pain man-agement. The evidence sources comprised one community consultation with three mothers and nine drawings produced by children aged 5-12 years, accompanied by verbal or written messages. Maternal accounts were analyzed using reflexive thematic analysis, the drawings were examined as contextualized visual narratives, and both sources were integrated through a joint display. Four curriculum-relevant considerations were identified: recognizing pain beyond verbal self-report; treating caregiver knowledge and advocacy as essential to assessment; addressing social, gendered, linguistic, and migratory contexts without assigning fixed cultural meanings; and using visual expression as a prompt for dialogue with children. These situated contributions were translated into five preliminary course-design domains for subsequent review and dissemi-nation through the multilingual digital HUPEDCARE learning platform. The case illustrates how small-scale community engagement can provide transparent, family-centered formative input for healthcare students, healthcare professionals, and other community stakeholders while avoiding claims of representativeness or cross-cultural comparison.