J Orthop Sports Phys Ther. 2022 Sep;52(9):607-619. doi: 10.2519/jospt.2022.11090. Epub 2022 Jun 16.
To (1) identify the education priorities that physical therapists have for people with knee osteoarthritis, including perceived importance and capability to provide, and (2) match priorities to education-specific content recommendations in knee osteoarthritis guidelines.
Concept mapping methodology.
Physical therapists generated, sorted (based on themes), and rated (5-point Likert scales: importance and capability) patient education priorities. Priorities were matched against education-specific content recommendations in knee osteoarthritis guidelines. Additional education-specific content recommendations were added from guidelines and expert opinion if necessary. Multidimensional scaling and hierarchical cluster analysis produced a cluster map with overarching domains.
Physical therapists (brainstorming, n = 41; sorting, n = 20; rating, n = 22) generated 56 priorities, with 13 added (n = 2 from guidelines, n = 11 from expert opinion). Few priorities were clearly included as education-specific content recommendations in guidelines (ACR [2%, n = 1/56], EULAR [14%, 8/56], NICE [11%, 6/56], and OARSI [0%, 0/56]). An 8-cluster map emerged with 3 overarching domains: (i) first-line care (exercise therapy, lifestyle modification and general health, and weight management), (ii) knowledge formation and countering misconceptions (radiology misconceptions, understanding and managing pain and disability, and general beliefs and understanding about osteoarthritis), and (iii) decision making for medical management (surgery and medications). The exercise therapy cluster was rated the highest for both importance (3.84/5) and capability (4.00). The medications and weight management clusters were rated the lowest for importance (2.54) and capability (2.82), respectively.
Physical therapists prioritize a range of education topics for people with knee osteoarthritis, focusing on exercise therapy. Physical therapists feel least capable of providing weight management education. .
（1）确定物理治疗师对膝骨关节炎患者的教育重点，包括感知的重要性和提供能力，（2）将重点与膝骨关节炎指南中的教育特定内容建议相匹配。
概念映射方法。
物理治疗师生成、排序（基于主题）和评分（5 分李克特量表：重要性和能力）患者教育重点。将重点与膝骨关节炎指南中的教育特定内容建议相匹配。如有必要，从指南和专家意见中添加额外的教育特定内容建议。多维尺度分析和层次聚类分析产生了一个具有总体领域的聚类图。
物理治疗师（头脑风暴，n = 41；排序，n = 20；评分，n = 22）生成了 56 个优先级，其中有 13 个优先级添加（指南 2 个，专家意见 11 个）。很少有优先级被明确纳入指南中的教育特定内容建议（ACR [2%，n = 56]，EULAR [14%，8/56]，NICE [11%，6/56]和 OARSI [0%，0/56]）。出现了一个 8 聚类图，有 3 个总体领域：（i）一线护理（运动疗法、生活方式改变和一般健康以及体重管理），（ii）知识形成和纠正误解（放射学误解、理解和管理疼痛和残疾以及对骨关节炎的一般信念和理解），（iii）医疗管理决策（手术和药物治疗）。运动疗法组在重要性（3.84/5）和能力（4.00）方面的评分均最高。药物和体重管理组在重要性（2.54）和能力（2.82）方面的评分最低。
物理治疗师为膝骨关节炎患者确定了一系列教育重点，侧重于运动疗法。物理治疗师认为提供体重管理教育的能力最低。
