The Effectiveness of Active Learning Approaches in a Pain Education Curriculum Within a Physical Therapy Program

Abstract

Background and Purpose. Pain education within physical therapist educational programs needs to continually evolve to meet current best practice guidelines. This model presentation describes the successful implementation of a pain curriculum using various active learning approaches including VoiceThread assignments in an entry-level physical therapist educational program. Method/Model Description and Evaluation. An 8-week curriculum was developed to assist students in meeting the synthesis and evaluation learning objectives of the International Association for the Study of Pain (IASP) curricular guidelines. Active learning homework assignments allowed students to practice communicating difficult pain principles while receiving constructive feedback. Course outcomes were measured through changes in a modified version of the Pain Attitude and Beliefs Scale (PABS), the Pain Care Confidence Scale (PCCS), qualitative student feedback, and performance on both practical and written examinations. Outcomes. All students passed the practical examination where they successfully demonstrated pain principle communication skills. The students showed less biomedical beliefs in 5 of the 7 PABS biomedical subscale questions and greater biopsychosocial beliefs in 2 of the 7 biopsychosocial subsections (P < .05). Student scores on the PCCS also improved significantly (P < .05) from 5.0 to 8.1 on the combined confidence level for treating patients in pain. Discussion and Conclusion. Implementation of the IASP curriculum within an entry-level physical therapist education program resulting in positive results in student learning and changing beliefs using a combined lecture and active learning approach. © © 2021 Academy of Physical Therapy Education, APTA.

Keywords

Author Keywords

Active learning communication skills IASP Pain neuroscience education VoiceThread

Index Keywords

Author Affiliations

VCU Health System, Richmond, VI, United States, Virginia Commonwealth University, Richmond, VA, United States

Virginia Commonwealth University, Richmond, VA, United States

University of South Dakota, Vermillion, SD, United States

Funding & Acknowledgements

No funding information

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The Effectiveness of Active Learning Approaches in a Pain Education Curriculum Within a Physical Therapy Program

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