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J. Tatta1, M. Spoto2
1Integrative Pain Science Institute, New York, United States, 2STAR Physical Therapy, Geneseo, United States
Background: Essential pain education produces graduates who are competent in contemporary pain management. Despite various educational resources, surveys demonstrate minimal pain content in entry-level physiotherapist education programs.
Purpose: This paper examines 1) the learning content of pain education and faculty expertise teaching core pain content, 2) whether pain education content is sufficient to prepare physiotherapists to meet the needs of contemporary pain management, and 3) whether standardization of pain education in entry-level physiotherapy and Doctor of Physical Therapy (DPT) programs is advantageous.
Methods: A pain education survey was developed and sent to all accredited DPT program directors in New York State. The survey included questions related to content and hours devoted to teaching 1) pain science, 2) pain education, 3) psychosocial factors, 4) biopsychosocial model, 5) cognitive-behavioral techniques, 6) advanced faculty training, and 7) challenges adding pain education to the curriculum.
Results: In total, 10/15 programs responded. (1) 60% reported they do not have a class dedicated to pain science, (2) 60% reported < 10 hours of pain education (3) 60% reported a class on psychosocial factors, (4) 50% reported < 10 hours on the biopsychosocial model, (5) cognitive-behavioral techniques varied between 10-30 hours, (6) 70% of faculty received advanced training, and (7) challenges to adding pain education included time, a dense curriculum, and pain content is not part of National Physical Therapy Exam questions.
Conclusion(s): In New York State, accredited DPT programs include 10-40 hours of educational content on pain science, biopsychosocial factors associated with pain, and cognitive-behavioral techniques. While many faculty report advanced training in pain education and/or psychologically informed practice, limitations in time, the density of the curricula, and a lack of pain questioning on the NPTE exam create significant barriers to improving pain education in entry-level DPT educational programs.
Implications: Standardization of pain education within physiotherapist educational programs is advantageous. The implications of the project impact curricula development and changes in physiotherapist practice, education, and research.
Funding, acknowledgements: none
Keywords: Pain education, Pain science, Curricula
Topic: Education
Did this work require ethics approval? No
Institution: NA
Committee: NA
Reason: NA
All authors, affiliations and abstracts have been published as submitted.
