Jagjit Mankelow1, Cormac Ryan2, Paul Taylor3, Denis Martin2. 1. School of Health and Life Sciences, Teesside University, Middlesbrough, TS1 3BX, United Kingdom. Electronic address: j.mankelow@tees.ac.uk. 2. School of Health and Life Sciences, Teesside University, Middlesbrough, TS1 3BX, United Kingdom. 3. School of Social Sciences, Humanities and Law, Teesside University, Middlesbrough, TS1 3BX, United Kingdom.
Abstract
OBJECTIVE: 1) To investigate the effects of a brief pain neuroscience education (PNE) lecture on multi-disciplinary healthcare students' knowledge, attitudes and behaviours towards people with pain post intervention and at 6-months follow-up, 2) To explore students' perceptions of PNE. DESIGN: Mixed-methods randomized controlled trial. SETTING: UK university. PARTICIPANTS: Thirty-seven students (30♀, mean age 30 years) from six healthcare disciplines. INTERVENTION: 70-min PNE lecture (intervention group) or a 70-min control education. MAIN OUTCOME MEASURES: 1) Knowledge: The Revised Pain Neurophysiology Quiz (RPNQ); 2) Attitudes: Health Care Providers' Pain and Impairment Relationship Scale (HC-PAIRS); 3) Behaviours: A case vignette to assess clinical recommendations; and 4) Thematic analysis of semi-structured interviews (n = 12). RESULTS: The intervention group increased knowledge compared to the control, post-intervention [mean difference 3.7 (95% CI, 2.4, 5.0), P < 0.001] but not at 6-months (0.1 (-1.1, 1.3), P = 0.860). Greater improvements in attitudes for the intervention group were seen post-intervention [-10.4 (-16.3, -4.6), P < 0.001] and at 6-months [-5.8 (-11.5, -0.2), P < 0.044]. There was no difference in behaviours between groups. Thematic analysis identified increased patient empathy, partial and patchy reconceptualisation of pain and increased confidence in recommending an active management programme following PNE. CONCLUSION: This study adds to existing knowledge by demonstrating that a 70-min PNE lecture can have a short-term effect on knowledge and positively shift attitudes towards people with pain in the short and medium-term. It also resulted in some students' reconceptualisation of pain, increased empathy, and confidence to recommend activity. The effect of PNE on clinical behaviours was unclear. Crown
OBJECTIVE: 1) To investigate the effects of a brief pain neuroscience education (PNE) lecture on multi-disciplinary healthcare students' knowledge, attitudes and behaviours towards people with pain post intervention and at 6-months follow-up, 2) To explore students' perceptions of PNE. DESIGN: Mixed-methods randomized controlled trial. SETTING: UK university. PARTICIPANTS: Thirty-seven students (30♀, mean age 30 years) from six healthcare disciplines. INTERVENTION: 70-min PNE lecture (intervention group) or a 70-min control education. MAIN OUTCOME MEASURES: 1) Knowledge: The Revised Pain Neurophysiology Quiz (RPNQ); 2) Attitudes: Health Care Providers' Pain and Impairment Relationship Scale (HC-PAIRS); 3) Behaviours: A case vignette to assess clinical recommendations; and 4) Thematic analysis of semi-structured interviews (n = 12). RESULTS: The intervention group increased knowledge compared to the control, post-intervention [mean difference 3.7 (95% CI, 2.4, 5.0), P < 0.001] but not at 6-months (0.1 (-1.1, 1.3), P = 0.860). Greater improvements in attitudes for the intervention group were seen post-intervention [-10.4 (-16.3, -4.6), P < 0.001] and at 6-months [-5.8 (-11.5, -0.2), P < 0.044]. There was no difference in behaviours between groups. Thematic analysis identified increased patient empathy, partial and patchy reconceptualisation of pain and increased confidence in recommending an active management programme following PNE. CONCLUSION: This study adds to existing knowledge by demonstrating that a 70-min PNE lecture can have a short-term effect on knowledge and positively shift attitudes towards people with pain in the short and medium-term. It also resulted in some students' reconceptualisation of pain, increased empathy, and confidence to recommend activity. The effect of PNE on clinical behaviours was unclear. Crown
Authors: Jagjit Mankelow; Cormac G Ryan; Paul C Taylor; Maire-Brid Casey; Jenni Naisby; Kate Thompson; Joseph G McVeigh; Chris Seenan; Kay Cooper; Paul Hendrick; Donna Brown; William Gibson; Mervyn Travers; Norelee Kennedy; Cliona O'Riordan; Denis Martin Journal: BMC Med Educ Date: 2022-07-15 Impact factor: 3.263