Does pain neuroscience education improve pain knowledge, beliefs and attitudes in undergraduate physiotherapy students?

Saraçoğlu, İsmail; Aksoy, Cihan; Afsar, Emrah; Arık, Meltem Işıntaş

doi:10.1002/pri.1898

Cited by 14 publications

(9 citation statements)

References 35 publications

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“…However, three studies have examined if a single pain neuroscience education lecture (ranging from 45–120 min) changes in knowledge, attitudes, and beliefs about pain in physical therapy students [ 23 – 25 ]. All three demonstrated an improvement in physical therapy students’ knowledge regarding pain from before to immediately and at 6 months following the lecture, and two demonstrated a change in the students attitudes and beliefs regarding chronic pain [ 24 , 25 ]. These studies are in line with the results of our study and illustrate that a single lecture is sufficient to enhance knowledge, beliefs, and attitudes about the topic.…”

Section: Discussionmentioning

confidence: 99%

Toward sleep health as a focus of physical therapy practice: one lecture can positively impact sleep knowledge and beliefs in entry-level students

Siengsukon,

Glaser,

Nelson

2024

BMC Med Educ

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Background Challenges to integrating health promotion including sleep health into entry-level physical therapist curricula include lack of faculty expertise, time, and support. A lecture provided by a content expert may mitigate such challenges. The purpose of this study was to determine if a sleep education session impacts Doctor of Physical Therapy students’ knowledge and beliefs about sleep. Methods Faculty shared the opportunity to participate in the study 1–3 days prior to the remotely-provided lecture including sleep health assessment and interventions. The survey included demographics, a sleep health knowledge question, 11 questions on “What I think about sleep as a professional”, and the 20-item Sleep Beliefs Scale. McNemar’s and paired sample t-tests determined change in knowledge and beliefs. Results 209 individuals (70% female, 86% Caucasian, 25.5 ± 3.4 years old) completed the pre-lecture survey, and 137 individuals completed the post-lecture survey. There was an increase in knowledge about sleep health (p < .001) and change in Sleep Beliefs Scales score (p < .001). Conclusions A single remotely provided sleep education session increased DPT students’ knowledge and changed their beliefs about sleep. Future studies should determine if these positive beliefs about sleep translate into clinical practice and enhance patient outcomes.

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Section: Discussionmentioning

confidence: 99%

Toward sleep health as a focus of physical therapy practice: one lecture can positively impact sleep knowledge and beliefs in entry-level students

Siengsukon,

Glaser,

Nelson

2024

BMC Med Educ

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“…An expanding body of evidence shows that a brief pain neuroscience education session can improve undergraduate physiotherapy students pain knowledge in the short term and positively shift their pain attitudes towards people in pain in the short and medium term [ 22 – 26 ].…”

Section: Pain Science and Practice As A Threshold Concept: The Pedago...mentioning

confidence: 99%

Pain science and practice as a ‘threshold concept’ within undergraduate and pre-registration physiotherapy education: a jewel of the curriculum?

Smart

2023

BMC Med Educ

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Background Threshold concepts describe learning experiences that transform our understanding of a concept. Threshold concepts are variously: troublesome, transformative, irreversible, integrative and bounded. Purpose The aim of this narrative review is to consider the case for characterising pain science and practice as a threshold concept within undergraduate and pre-registration physiotherapy education. Summary This article considers the underlying tenets of threshold concepts as they relate to teaching and learning and the relative merits and limitations of characterising pain science and practice as a threshold concept within undergraduate and pre-registration physiotherapy education from both pedagogical and epidemiological perspectives. By evaluating pain, as it relates to physiotherapy education and practice, according to the five defining characteristics of a threshold concept then presenting data related to the epidemiology and impact of pain, the worthiness of characterising pain science and practice as a threshold concept will be discussed and further debate invited.

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“…Studies have applied methods, such as a flipped classroom [ 6 ], guided self-study [ 7 ], gamification teaching [ 8 ], pain neuroscience education [ 9 ], digital learning [ 10 , 11 ], Mask- ED™ simulation [ 12 , 13 ], peer simulation programs [ 14 ], patient simulation techniques [ 15 ], and virtual reality [ 16 ], to facilitate the transfer and absorption of professional knowledge. However, no study has investigated the effects and benefits of holistic teaching on empathy.…”

Section: Introductionmentioning

confidence: 99%

Simulation-based holistic education in physiotherapy interns to increase empathy toward older adults and individuals with disabilities

et al. 2022

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Background The proportion of older adults and individuals with disabilities in the general population increases each year. Thus, clinical clerkships designed for physiotherapy interns should provide more than simply knowledge and skills. For such interns to be able to handle the requirements of their future jobs, clerkships must enable them to develop empathy and positive attitudes toward patients. This study investigated the effect of simulation-based, holistic health-care education on physiotherapy interns’ empathy, attitudes, and knowledge. Methods A parallel-group design. Thirty physiotherapy interns from a medical institution were enrolled as participants, with experimental and control groups each comprising 15 participants. Both groups received standard clinical training. However, the experimental group received an additional 3.5 h of simulation-based holistic health-care education. The Jefferson Scale of Empathy, Kogan’s Attitudes Toward Old People Scale, the Attitudes Towards the Elderly Scale, the Knowledge About Aging Scale, Knowledge of the Situation of Older People Scale, Perceptions of Working with Older People Scale, and Care Willingness Scale were used in a pretest and posttest. Results After the intervention period, we observed substantial between-group differences of 6.4 points on the Jefferson Scale of Empathy (p = 0.001), 7.7 points on Kogan’s Attitudes Toward Old People Scale (p = 0.002), 3.5 points on the Attitudes Toward the Elderly Scale (p = 0.002), 2.5 points on Knowledge About Aging (p = 0.055), 4.5 points on the Knowledge of the Situation of Older People Scale (p < 0.001), and 2.1 points on Perceptions of Working with Older People Scale (p = 0.046). Conclusion Simulation-based, holistic health-care education can significantly improve the empathy, knowledge, and attitudes of physiotherapy interns.

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Does pain neuroscience education improve pain knowledge, beliefs and attitudes in undergraduate physiotherapy students?

Cited by 14 publications

References 35 publications

Toward sleep health as a focus of physical therapy practice: one lecture can positively impact sleep knowledge and beliefs in entry-level students

Toward sleep health as a focus of physical therapy practice: one lecture can positively impact sleep knowledge and beliefs in entry-level students

Pain science and practice as a ‘threshold concept’ within undergraduate and pre-registration physiotherapy education: a jewel of the curriculum?

Simulation-based holistic education in physiotherapy interns to increase empathy toward older adults and individuals with disabilities

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