Bassimtabar Ahura, Alfuth Martin
Fachbereich Gesundheitswesen, Hochschule Niederrhein, Reinarzstr. 49, 47805, Krefeld, Deutschland.
Deutsche Sporthochschule Köln, Universitäre Weiterbildung M. Sc. Sportphysiotherapie, Am Sportpark Müngersdorf 6, 50933, Köln, Deutschland.
Schmerz. 2024 Sep 28. doi: 10.1007/s00482-024-00832-y.
In order to properly inform patients about their pain and initiate targeted therapies, it is important for physiotherapists to learn about the latest scientific evidence on pain during their training.
This study aimed to assess the pain knowledge of German physiotherapy trainees and students. In addition, the influence of a teaching intervention (Pain Neuroscience Education, PNE) on their pain knowledge was investigated.
An online test was performed, which contained the German versions of the revised Neurophysiology of Pain Questionnaire (rNPQ-D) and the Essential Knowledge of Pain Questionnaire (EKPQ). This test was completed by physiotherapy trainees and students (N = 279) in their final semester of vocational education or graduation under virtual supervision. After the test, a sub-cohort of physiotherapy trainees (n = 31) received a four-hour online teaching intervention (PNE), whereupon two retests took place.
The mean rNPQ-D score (63.8%) was significantly higher than the mean EKPQ score (28.4%) (p < 0.001). There was a significant positive correlation between the scores of rNPQ-D and EKPQ (r = 0.365, p < 0.001). Undergraduate students from university (n = 142) achieved significantly higher scores in both questionnaires (p < 0.001) compared to trainees from vocational schools (n = 137). In the sub-cohort, the online teaching intervention significantly improved the scores of both questionnaires immediately (p < 0.001) and six weeks after intervention (p < 0.001).
The knowledge of German physiotherapy students about pain seems to be insufficient for an evidence-based treatment of pain patients. A PNE-based online learning program with the latest scientific evidence can significantly improve physiotherapy students' knowledge about pain.
为了向患者准确告知其疼痛情况并启动针对性治疗，物理治疗师在培训期间了解有关疼痛的最新科学证据非常重要。
本研究旨在评估德国物理治疗实习生和学生的疼痛知识。此外，还研究了一种教学干预（疼痛神经科学教育，PNE）对他们疼痛知识的影响。
进行了一项在线测试，其中包含修订版疼痛神经生理学问卷（rNPQ-D）和疼痛基本知识问卷（EKPQ）的德文版。该测试由物理治疗实习生和学生（N = 279）在虚拟监督下于职业教育最后一学期或毕业时完成。测试后，一组物理治疗实习生（n = 31）接受了为期四小时的在线教学干预（PNE），随后进行了两次重新测试。
rNPQ-D的平均得分（63.8%）显著高于EKPQ的平均得分（28.4%）（p < 0.001）。rNPQ-D和EKPQ的得分之间存在显著正相关（r = 0.365，p < 0.001）。与职业学校的实习生（n = 137）相比，大学本科生（n = 142）在两份问卷中的得分均显著更高（p < 0.001）。在该亚组中，在线教学干预立即（p < 0.001）和干预六周后（p < 0.001）均显著提高了两份问卷的得分。
德国物理治疗专业学生关于疼痛的知识似乎不足以对疼痛患者进行循证治疗。基于PNE并包含最新科学证据的在线学习项目可以显著提高物理治疗专业学生关于疼痛的知识。
