Pain in the physical therapy (pt) curriculum: a faculty survey

Scudds, Rhonda J.; Scudds, Roger A.; Simmonds, Maureen J.

doi:10.1080/095939801753385744

Cited by 51 publications

(66 citation statements)

References 26 publications

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“…These results are in parallel with the Scudds' survey in which the majority of responding faculty reported that pain in the elderly (57%) and in children (76%) was not adequately covered. 28 These results suggest that not all PT programs adequately provide pain education in their curriculum, especially pain assessment and management in the young and old.…”

Section: Discussionmentioning

confidence: 99%

“…In particular, there are minimal data available and include 2 surveys published more than 10 and 20 years ago. 28 and 36 A more recent survey was published based on Canadian prelicensure pain curricula in health science faculties. 35 The current study highlights how pain is taught in PT curricula.…”

Section: Discussionmentioning

confidence: 99%

“…15 The results of our survey indicated that approximately 8% of responding schools have an independent pain course, which is comparable to the 2001 survey that reported 11/107 PT programs had a separate pain course. 28 accessed by following the link in the citation at the bottom of the page.…”

Section: Discussionmentioning

confidence: 99%

“…35 In a 2001 faculty survey on pain education in accredited PT programs in North America, the modal amount of time was 4 hours. 28 Despite the nominal contact hours, most of the topics surveyed were reported as adequately taught except for pain across the life span (especially children and elderly) and cognitive behavioral approaches. 28 Recent educational advancements have been made to combat the deficits in pain education to help ensure that health care professionals are proficient in assessing and managing pain.…”

mentioning

confidence: 99%

“…28 Despite the nominal contact hours, most of the topics surveyed were reported as adequately taught except for pain across the life span (especially children and elderly) and cognitive behavioral approaches. 28 Recent educational advancements have been made to combat the deficits in pain education to help ensure that health care professionals are proficient in assessing and managing pain. IASP developed a task force that consisted of a group of physical therapists worldwide with expertise in pain.…”

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confidence: 99%

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The Current State of Physical Therapy Pain Curricula in the United States: A Faculty Survey

Bement

Sluka

2015

The Journal of Pain

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Insufficient pain education is problematic across the health care spectrum. Recent educational advancements have been made to combat the deficits in pain education to ensure that health care professionals are proficient in assessing and managing pain. The purpose of this survey was to determine the extent of pain education in current Doctorate of Physical Therapy schools in the United States, including how pain is incorporated into the curriculum, the amount of time spent teaching about pain, and the resources used to teach about pain. The survey consisted of 10 questions in the following subject areas: basic science mechanisms and concepts about pain, pain assessment, pain management, and adequacy of pain curriculum.NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page. Pain, Vol 16, No. 2 (2015, February): pg. 144-152. DOI. This article is © Elsevier and permission has been granted for this version to appear in e-Publications@Marquette. Elsevier does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Elsevier. Journal of 2The overall response was 77% (167/216) for the first series of responses of the survey (Question 1), whereas 62% completed the entire survey (Questions 2-10). The average contact hours teaching about pain was 31 ± 1.8 (mean ± standard error of the mean) with a range of 5 to 115 hours. The majority of schools that responded covered the science of pain, assessment, and management. Less than 50% of respondents were aware of the Institute of Medicine report on pain or the International Association for the Study of Pain guidelines for physical therapy pain education. Only 61% of respondents believed that their students received adequate education in pain management. Thus, this survey demonstrated how pain education is incorporated into physical therapy schools and highlighted areas for improvement such as awareness of recent educational advancements.Perspective: This article demonstrates how pain education is incorporated into physical therapy curricula within accredited programs. Understanding the current structure of pain education in health professional curriculum can serve as a basis to determine if recent publications of guidelines and competencies impact education.Key words: Pain; physical therapy; education More than 100 million adults in America suffer from chronic pain, costing over $600 billion per year in health care expenditures and lost wages. 13 and 17 An inadequate understanding and management of pain is rapidly becoming a public health problem. Mismanagement of acute pain can delay healing, resulting in long-lasting changes to the peripheral and central nervous systems and consequently chronic pain. 6 Likewise, insufficient knowledge of chronic pain mechanisms and management can further create major human and economic costs for patients, families, and society. 12 In 2010...

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The Current State of Physical Therapy Pain Curricula in the United States: A Faculty Survey

Bement

Sluka

2015

The Journal of Pain

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Movement System Theory and Anatomical Competence: Threshold Concepts for Physical Therapist Anatomy Education

Carroll

McKenzie

Tracy-Bee

2021

Anatomical Sciences Ed

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This viewpoint proposes eight anatomy threshold concepts related to physical therapist education, considering both movement system theory and anatomical competence. Movement system theory provides classifications and terminology that succinctly identifies and describes physical therapy practice from a theoretical and philosophical framework. The cardiovascular, pulmonary, endocrine, integumentary, nervous, and musculoskeletal systems are all included within this schema as the movement system theory encompasses all body systems interacting to create movement across the lifespan. Implementing movement system theory requires an ability to use human anatomy in physical therapist education and practice. Understanding the human body is a mandatory prerequisite for effective diagnosis, assessment, treatment, and patient evaluation. Anatomical competence refers to the ability to apply anatomic knowledge within the appropriate professional and clinical contexts. Exploring the required anatomical concepts for competent entry‐level physical therapist education and clinical practice is warranted. The recommended threshold concepts (fluency, dimensionality, adaptability, connectivity, complexity, stability or homeostasis, progression or development, and humanity) could serve as an integral and long‐awaited tool for guiding anatomy educators in physical therapy education.

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A survey evaluation comparing pain curriculum taught in Australian exercise physiology degrees to graduate perceptions of their preparedness and competency to treat people with chronic pain

Jones

Cashin

Mouatt

et al. 2021

Musculoskeletal Care

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Background and Aims This cross‐sectional study evaluated the nature of pain curriculum being taught in accredited exercise physiology degrees across Australian universities and its perceived usefulness for preparing exercise physiologists to treat people with chronic pain. Materials & Methods Universities and graduates were asked about the nature and sufficiency of pain curriculum taught, with particular emphasis on competencies for physical therapists as outlined by the International Association for the Study of Pain. Results Ten universities and 101 graduates responded. Median (interquartile range) instruction time on pain curriculum was 12 (7.25–18.75) hours. Few universities (30%) were aware of the guidelines for physical therapy pain curricula, although most (70%) agreed their degrees contained adequate instruction on pain assessment and management. In contrast, 74% of graduates felt their degree did not adequately prepare them to treat people with chronic pain. Half the graduates (51%) were not aware of the guidelines for physical therapy pain curricula. Discussion & Conclusion There is a disconnect between perceptions of Australian universities and their graduates regarding the sufficiency of pain curriculum taught to student exercise physiologists. Benchmarking pain curriculum in Australian university programs against relevant international recommendations may enhance the suitability of pain curricula taught to exercise physiologists, thereby better preparing new graduates to treat people with pain.

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Pain in the physical therapy (pt) curriculum: a faculty survey

Cited by 51 publications

References 26 publications

The Current State of Physical Therapy Pain Curricula in the United States: A Faculty Survey

The Current State of Physical Therapy Pain Curricula in the United States: A Faculty Survey

Movement System Theory and Anatomical Competence: Threshold Concepts for Physical Therapist Anatomy Education

A survey evaluation comparing pain curriculum taught in Australian exercise physiology degrees to graduate perceptions of their preparedness and competency to treat people with chronic pain

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