ArticleBMC medical education2025
The short-term and long-term influence of a single pain education session on knowledge, attitudes and beliefs of doctor of physical therapy students.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Immediate effects of pain neuroscience education in physiotherapy students with chronic non-specific low back pain: a single arm pre-post intervention study.BMC medical education · 2026Article
- Understanding the Evidence-to-Practice Gap in Persistent Pain Management.Pain research & management · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTo determine the effectiveness of a brief, structured educational session, based on the International Association for the Study of Pain (IASP) core competencies, in improving knowledge, attitudes and beliefs of physical therapy students towards pain and to determine whether those changes are sustained one year later.
methodsA longitudinal prospective cohort study was conducted within an entry-level Doctor of Physical Therapy (DPT) program. Participants (n = 172) in the first or second year of the DPT program completed the Revised Neurophysiology of Pain Questionnaire (rNPQ) and the Pain Attitudes and Beliefs Scale for Physiotherapists (PABS-PT).
resultsEighty-two participants (age, 25.00 ± 3.25 years; 59 females) completed the pre survey resulting in a 47.6% response rate. Both the post survey and the one year follow up were completed by 57 students. Participants exhibited lower PABS-Bio scores directly following the education session as compared to baseline (p < 0.001), but not at one year follow-up (p = 0.163). Participants exhibited higher PABS-Psy scores following the session (p < 0.001) and at one year follow-up (p = 0.001). Participants exhibited improved rNPQ scores following the session (p = 0.043) and at one year follow-up (p < 0.001).
conclusionsSignificant changes occurred in knowledge, attitudes, and beliefs regarding pain immediately after an educational session. Pain knowledge increased one year later, but sustained changes in attitudes and beliefs regarding pain were mixed at one year follow-up. A single education session alone may be insufficient to change attitudes and beliefs in the long term. It is not known if a more frequent mode of delivery, or content threaded through several courses across the curriculum may lead to greater changes long-term. Further research determining the mode, frequency, and integration of pain-related content with other content in a DPT curriculum is needed.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.