ArticleBritish journal of pain2022
Teaching pain management to health professional students: A systematic review and meta-analysis.
Article in British journal of pain, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- "CARING in Action": A Knowledge Mobilization Project on Co-Creating Evidence-Based Communication Training in Chronic Pain Care for Healthcare Professionals.Canadian journal of pain = Revue canadienne de la douleur · 2026Article
- The short-term and long-term influence of a single pain education session on knowledge, attitudes and beliefs of doctor of physical therapy students.BMC medical education · 2025Article
- Scenario-Based Simulation for Pain Assessment and Control in a Postanesthesia Care Unit.Revista brasileira de enfermagem · 2025Article
- The experience of occupational therapists and physiotherapists using a prototype, evidence-informed online knowledge translation resource to learn about patient-defined, personally-meaningful chronic pain rehabilitation.British journal of pain · 2024Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Satisfactory pain management can have a significant impact on clients' activities of daily living. We questioned what types of pain management education might improve health professional students' knowledge, skills and perceptions? Method: From inception until 30 Results: Fourteen articles were included in this review. For continuous data, meta-analysis demonstrated a clear effect favouring the intervention for knowledge SMD 1.47 [95% CI 1.18, 1.77], skills 0.93 [0.58, 1.28] or perceptions 0.69 [0.31, 1.08]. For dichotomous data, results showed no effect for knowledge 4.21 [0.65, 27.41], skills 2.26 [0.47, 11.01] or perceptions 1.96 [0.66, 5.76]. However, the overall result showed an effect 2.82 [1.20, 6.59] favouring the intervention. Conclusions: In summary, short theoretical interventions are sufficient to change students' knowledge and perceptions. Longer interventions incorporating interactivity improve skills. Further research is required to indicate the best method, outcome measure, length of intervention and follow-up in delivering these pain courses and assessing the cost and long-term retention of information.
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Registered trials
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