Enhancing Doctor of Physical Therapy Pain Neuroscience Education Through Telehealth Simulation
A Mixed-Methods Approach
DOI:
https://doi.org/10.59455/jomes.74Keywords:
Simulation, mixed methods, pain neuroscience, physical therapyAbstract
Although diverse pedagogical approaches are encouraged in physical therapy education, lectures remain the primary method for teaching modern pain science. The purpose of this study was to examine changes in knowledge, attitudes, beliefs, and clinical recommendations regarding chronic low back pain (CLBP) among entry-level Doctor of Physical Therapy (DPT) students after a pain neuroscience education (PNE) telehealth simulation. A mixed-methods QUAN-qual explanatory sequential design was used. One hundred fifteen students completed quantitative measures, and 32 participated in semi-structured focus groups. Pre- and post-simulation, students completed the Revised Neurophysiology of Pain Questionnaire (RNPQ), Healthcare Providers' Pain and Impairments Relationship Scale (HC-PAIRS), and a clinical vignette. The Simulation Effectiveness Tool-Modified (SET-M) was administered post-simulation. Results demonstrated small but significant improvements in RNPQ, HC-PAIRS, and vignette scores, although effect sizes were modest. Weak positive correlations were found between RNPQ and HC-PAIRS (r = .155) and vignette scores (r = .199). The median SET-M score was 54. Qualitative analysis identified four themes: (1) safe but realistic experience, (2) learning through discomfort, (3) validation of patient pain, and (4) value of metaphors and analogies. Findings support the integration of experiential methods, such as simulation, into pain science education.
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