The Journal of the Canadian Chiropractic Association · 2025
Evaluation of chiropractic students' perspectives on back pain management following one of three clinical evidence-based educational training interventions: a cluster-randomized trial.
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Pohlman Katherine A, Stuber Kent J, Monier Zakary, Graham Robert Blake, Muller Ryan, Cerf Kimberly, Boylan Patrick, Browning Adam B, Malaya Christopher A, Tom Leon, Palmgren Per J, Eklund Andreas
Аннотация
OBJECTIVE: To assess the effectiveness of educational interventions' impact on chiropractic students' attitudes toward patient-centered care and low back pain (LBP) using knowledge about pain science and stratified LBP management with the MAINTAIN instrument.
METHODS: From January-August 2022, students were cluster randomized into three groups (information-only, focused-lecture, workshop series) with the Health Care Providers' Pain and Impairment Relationship Scale (HC-PAIRS) and the Patient-Practitioner Orientation Scale (PPOS) measured at baseline, 4-months, and 8-months. Data were analyzed with descriptive statistics and repeated-measures ANOVA.
RESULTS: Of 264 students, response rates declined by 8-months (16.7-31.3%). No significant within- or between-group differences were found across timepoints. A small but statistically significant shift toward doctor-centered attitudes in the instrument-only group (p=0.024) was not clinically meaningful.
CONCLUSIONS: Educational interventions did not significantly change student attitudes. Contributing factors may include focus on attitudinal change, limited research culture, implementation barriers, and student burnout.
METHODS: From January-August 2022, students were cluster randomized into three groups (information-only, focused-lecture, workshop series) with the Health Care Providers' Pain and Impairment Relationship Scale (HC-PAIRS) and the Patient-Practitioner Orientation Scale (PPOS) measured at baseline, 4-months, and 8-months. Data were analyzed with descriptive statistics and repeated-measures ANOVA.
RESULTS: Of 264 students, response rates declined by 8-months (16.7-31.3%). No significant within- or between-group differences were found across timepoints. A small but statistically significant shift toward doctor-centered attitudes in the instrument-only group (p=0.024) was not clinically meaningful.
CONCLUSIONS: Educational interventions did not significantly change student attitudes. Contributing factors may include focus on attitudinal change, limited research culture, implementation barriers, and student burnout.