Latimer Jane, Maher Christopher, Refshauge Kathryn
Faculty of Health Sciences, University of Sydney, PO Box 170, Lidcombe 2142, Sydney, Australia.
Clin J Pain. 2004 Jan-Feb;20(1):45-50. doi: 10.1097/00002508-200401000-00009.
To describe the attitudes and beliefs of physiotherapy students to chronic low back pain (LBP) and to investigate whether these attitudes change following exposure to a teaching module on chronic back pain. Also, to investigate the effect of current or previous LBP on student attitudes and beliefs.
Six hundred and eighteen third and fourth year undergraduate physiotherapy students completed the Health Care Providers' Pain and Impairment Relationship Scale (HC-PAIRS), 305 of these completing a further scale following exposure to a specialized teaching module about chronic back pain. The scale contains 15 statements that attribute patients' impairment and disability to pain. The student marked on a Likert scale how strongly they agreed with each item, with possible scores varying from 15-105.
The mean HC-PAIRS scores for Year 3 physiotherapy students in 1998, 1999, and 2000 were 54.2 (SD = 8.7), 55 (SD = 9.4), and 50.9 (SD = 9.3) respectively. The mean HC-PAIRS score for Year 4 physiotherapy students in 1998 was 52 (SD = 8.9). There was no difference in HC-PAIRS scores between subjects with and without a history of LBP (HC-PAIRS score 50.5 vs. 50.0 P = 0.4). There was a significant difference between the before and after teaching scores for Year 3 students surveyed immediately following the teaching module (1998 Year 3 cohort, mean difference -6.6, 95% CI -8.6 to -4.5, 2000 Year 3 cohort, mean difference -7.7, 95% CI -10.9 to -4.6); however this result needs to be viewed with caution due to the number of students unable to be followed up.
These results suggest that the attitudes and beliefs of third year physiotherapy students not exposed to teaching are similar to those of community providers. There is no difference between students with and without a history of LBP.
描述物理治疗专业学生对慢性下腰痛（LBP）的态度和信念，并调查在接触慢性背痛教学模块后这些态度是否会发生变化。此外，调查当前或既往的LBP对学生态度和信念的影响。
618名三、四年级本科物理治疗专业学生完成了医疗保健提供者疼痛与功能障碍关系量表（HC-PAIRS），其中305名学生在接触慢性背痛专业教学模块后完成了另一量表。该量表包含15条将患者的功能障碍和残疾归因于疼痛的陈述。学生用李克特量表标记他们对每个项目的同意程度，可能的分数范围为15 - 105分。
1998年、1999年和2000年三年级物理治疗专业学生的HC-PAIRS平均得分分别为54.2（标准差 = 8.7）、55（标准差 = 9.4）和50.9（标准差 = 9.3）。1998年四年级物理治疗专业学生的HC-PAIRS平均得分为52（标准差 = 8.9）。有LBP病史和无LBP病史的受试者之间的HC-PAIRS得分没有差异（HC-PAIRS得分50.5对50.0，P = 0.4）。在教学模块后立即接受调查的三年级学生的教学前后得分存在显著差异（1998年三年级队列，平均差异 -6.6，95%置信区间 -8.6至 -4.5；2000年三年级队列，平均差异 -7.7，95%置信区间 -10.9至 -4.6）；然而，由于无法跟进的学生数量，该结果需要谨慎看待。
这些结果表明，未接受教学的三年级物理治疗专业学生的态度和信念与社区提供者相似。有LBP病史和无LBP病史的学生之间没有差异。
