Curricular assessment of pain science education in an entry-level doctor of physical therapy program

Shannon Logan; Tobi Baldwin; Ryan Reed; Tatiana Godoy Bobbio; Joseph Leech; Peyton Sykes

doi:10.53730/ijhs.v8n2.14793

Authors

Shannon Logan
slogan@usa.edu
University of St. Augustine for Health Sciences, Augustine, United States
Tobi Baldwin Jacksonville University, Florida, United States
Ryan Reed University of St. Augustine for Health Sciences, Florida-Miami, United States
Tatiana Godoy Bobbio South College, Georgia-Atlanta, United States
Joseph Leech University of St. Augustine for Health Sciences, Texas-Austin, United States
Peyton Sykes University of St. Augustine for Health Sciences, Texas-Austin, United States

Keywords:

assessment, curriculum, doctor physical therapy, education, pain science

Abstract

Aim: Institutions should evaluate the current curricula and level of DPT student’s pain-related knowledge to allow for strategic implementation and modifications. The purpose of this study was to evaluate entry-level DPT) students' knowledge of pain neurophysiology spanning the curriculum to assist in guiding strategic modifications. Methods: This cross-sectional study was conducted using a convenience sample of students from eight different campuses within the same institution. Students completed the Revised Neurophysiology Pain Questionnaire (rNPQ) in the first week of the following courses, spanning three terms within the curriculum. Analysis included descriptive statistics and a comparison of means. Results: A total of 838 students completed the rNPQ. The overall mean score was 71.9% (8.6+1.6). An incremental increase in the rNPQ was noted later in the curriculum. A difference was noted between campuses (p=0.005) when not separated by course. A statistically difference in delivery format (p=0.002) was found, more specifically between T4 and T6 (p<0.001). Conclusion: This data will guide the optimal integration of modern pain science curricular recommendations. Further research in the quantity, quality, and delivery of pain science education can guide future curricular development to include modern pain science concepts.

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