Pain Knowledge, Attitudes and Beliefs of Doctor of Physical Therapy Students: Changes Across the Curriculum and the Role of an Elective Pain Science Course
Document Type
Article
Publication Date
1-1-2021
Description
Introduction: Entry-level physical therapist education on pain has been described as lacking. Calls have been made to include pain science courses to address this knowledge gap. Methods: Physical therapist students’ pain knowledge and attitudes were measured using the revised Neurophysiology of Pain Questionnaire (rNPQ) and Pain Attitudes and Beliefs Scale for Physical Therapists (PABS-PT), respectively. Univariate ANOVAs, with post hoc pairwise comparison and effect sizes, were used to measure these aspects over time. Results: Pain knowledge and clinician beliefs were significantly different (p < 0.001) at various curricular timepoints. rNPQ scores increased from 1st to 2nd year (effect size: 1.10), remained similar between years 2 and 3, and improved following the pain course (effect size: 1.25). Biomedical beliefs were similar during years 1, 2 and 3, and declined following the pain course (effect size: 1.56). Conversely, psychosocial belief scores increased from 1st to 2nd year (effect size: 0.82), remained similar between years 2 and 3, and increased following the pain course (effect size: 1.08). Discussion/Conclusions: Physical therapist education, without a dedicated pain science course, may be insufficiently preparing students to treat patients in pain. Educators should consider adopting a dedicated pain science course or substantially bolstering embedded curricular pain content to promote best practice in pain treatment.
Citation Information
Wassinger, Craig A.. 2021. Pain Knowledge, Attitudes and Beliefs of Doctor of Physical Therapy Students: Changes Across the Curriculum and the Role of an Elective Pain Science Course. Journal of Manual and Manipulative Therapy. Vol.29(5). 288-296. https://doi.org/10.1080/10669817.2021.1879509 PMID: 33517867 ISSN: 1066-9817