The Effect of Pain Neuroscience Education in Masters PA Medicine Education
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 40
- 试验地点
- 1
- 主要终点
- Revised Neurophysiology of Pain Questionnaire (rNPQ)
研究概览
简要总结
The goal of this clinical trial was to learn whether a pain science education session could improve physician assistant students' understanding of pain and their beliefs about people with persistent pain.
The main questions were:
Did students' knowledge of how pain works change after the education session? Did students' beliefs about the relationship between pain, physical impairment, and activity change after the session? Were any changes maintained during the remainder of the physician assistant program?
Participants were students enrolled in one physician assistant master's degree program. All students received a four-hour pain science education session and a 30-minute hands-on laboratory session as part of their curriculum. The session explained that pain is affected by biological, psychological, and social factors. It also included case discussions, small-group activities, pain-related screening tools, and demonstrations of selected pain management techniques.
Participants completed questionnaires before the session, immediately afterward, and at three later points during the program. The final questionnaires were completed shortly before graduation. Researchers compared questionnaire scores across these five time points to examine changes in pain knowledge and pain-related beliefs.
详细描述
This prospective, single-cohort, longitudinal educational intervention study evaluated changes in physician assistant students' pain neuroscience knowledge and pain-related attitudes and beliefs following a multimodal contemporary pain science education session. The study was conducted within a 27-month, master's-level physician assistant program at a single university in the southeastern United States.
The educational session occurred approximately four months after students entered the program. It was delivered during the second semester and consisted of four hours of classroom instruction followed by a 30-minute laboratory component. Classroom instruction incorporated lecture, small-group active learning, discussion, and case-based application. The content presented pain as a multidimensional experience influenced by biological, psychological, social, behavioral, and contextual factors rather than solely by tissue injury or nociception.
Instruction addressed foundational pain neuroscience, pain mechanisms and phenotyping, biopsychosocial contributors to persistent pain, and guideline-informed approaches to pain management. The session also addressed potential unintended consequences of unnecessary diagnostic imaging, medication- or procedure-focused management, premature referral, and language that may increase fear or reinforce beliefs that pain necessarily indicates tissue damage. Students were introduced to selected screening tools used to identify psychosocial factors that may influence pain, function, and recovery.
The laboratory component provided experiential exposure to laterality recognition activities, quantitative sensory testing, and mirror-based techniques. These activities were intended to reinforce concepts discussed during the classroom portion of the session and to demonstrate selected approaches used in the assessment or management of persistent pain.
The study used a repeated-measures design with data collection at five points across the physician assistant curriculum: immediately before the educational session, immediately after the session, approximately four months after the session, at the completion of didactic education approximately 11 months after the session, and shortly before graduation after completion of clinical rotations approximately 23 months after the session.
研究设计
- 研究类型
- Observational
- 观察模型
- Cohort
- 时间视角
- Prospective
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Enrolled in the participating master's-level physician assistant program
排除标准
- 未提供
结局指标
主要结局
Revised Neurophysiology of Pain Questionnaire (rNPQ)
时间窗: Over 23 months, from study enrollment to graduation from the academic program
The 12-item Revised Neurophysiology of Pain Questionnaire was used to assess pain neuroscience knowledge and has a possible total score ranging from 0 (no items answered correctly) to 12 (all items answered correctly). Each correct answer receives 1 point; incorrect or "undecided" responses receive 0 points. Higher scores represent a better outcome, indicating greater knowledge and understanding of pain neurophysiology
Health Care Provider's Pain and Impairment Relationship Scale (HC-PAIRS)
时间窗: Over 23 months, from study enrollment to graduation from the academic program
The 15-item Health Care Providers' Pain and Impairment Relationship Scale (HC-PAIRS) has a possible total score ranging from 15 to 105: Minimum: 15 - strongest disagreement that pain justifies impairment, disability, or activity limitation Maximum: 105 - strongest agreement that pain justifies impairment, disability, or activity limitation Each item is rated on a 7-point Likert scale, from 1 (completely disagree) to 7 (completely agree). Higher scores represent a less favorable outcome, indicating stronger beliefs that persistent pain warrants disability and activity restriction. Therefore, lower scores are generally considered more consistent with contemporary biopsychosocial pain care.
次要结局
未报告次要终点