Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia.
Institute for Musculoskeletal Health, The University of Sydney, Sydney Musculoskeletal Health, Sydney, Australia.
BMC Med Educ. 2024 Feb 12;24(1):136. doi: 10.1186/s12909-024-05086-x.
The management of low back pain (LBP) is highly variable and patients often receive management that is not recommended and/or miss out on recommended care. Clinician knowledge and behaviours are strongly influenced by entry-level clinical training and are commonly cited as barriers to implementing evidence-based management. Currently there are no internationally recognised curriculum standards for the teaching of LBP content to ensure graduating clinicians have the appropriate knowledge and competencies to assess and manage LBP. We formed an international interdisciplinary working group to develop curriculum content standards for the teaching of LBP in entry-level clinical training programs.
The working group included representatives from 11 countries: 18 academics and clinicians from healthcare professions who deal with the management of LBP (medicine, physiotherapy, chiropractic, osteopathy, pharmacology, and psychology), seven professional organisation representatives (medicine, physiotherapy, chiropractic, spine societies), and one healthcare consumer. A literature review was performed, including database and hand searches of guidelines and accreditation, curricula, and other policy documents, to identify gaps in current LBP teaching and recommended entry-level knowledge and competencies. The steering group (authors) drafted the initial LBP Curriculum Content Standards (LBP-CCS), which were discussed and modified through two review rounds with the working group.
Sixty-two documents informed the draft standards. The final LBP-CCS consisted of four broad topics covering the epidemiology, biopsychosocial contributors, assessment, and management of LBP. For each topic, key knowledge and competencies to be achieved by the end of entry-level clinical training were described.
We have developed the LBP-CCS in consultation with an interdisciplinary, international working group. These standards can be used to inform or benchmark the content of curricula related to LBP in new or existing entry-level clinical training programs.
腰痛（LBP）的管理方式差异很大，患者经常接受不推荐的治疗，或者错过了推荐的治疗。临床医生的知识和行为受到入门级临床培训的强烈影响，这被普遍认为是实施循证管理的障碍。目前，没有国际公认的 LBP 教学课程标准，以确保毕业的临床医生具备评估和管理 LBP 的适当知识和能力。我们成立了一个国际跨学科工作组，为入门级临床培训计划中 LBP 的教学制定课程内容标准。
工作组由来自 11 个国家的代表组成：18 名从事 LBP 管理的医疗保健专业人员（医学、物理治疗、脊骨神经医学、整骨疗法、药理学和心理学）的学者和临床医生、7 名专业组织代表（医学、物理治疗、脊骨神经医学、脊柱学会）和 1 名医疗保健消费者。进行了文献回顾，包括对指南和认证、课程和其他政策文件的数据库和手动搜索，以确定当前 LBP 教学和推荐的入门级知识和能力方面的差距。指导小组（作者）起草了初步的 LBP 课程内容标准（LBP-CCS），并通过两轮与工作组的讨论和修改。
62 份文件为标准草案提供了信息。最终的 LBP-CCS 由四个广泛的主题组成，涵盖 LBP 的流行病学、生物心理社会因素、评估和管理。对于每个主题，都描述了在入门级临床培训结束时应达到的关键知识和能力。
我们与跨学科的国际工作组协商制定了 LBP-CCS。这些标准可用于为新的或现有的入门级临床培训计划中与 LBP 相关的课程内容提供信息或基准。
