Abstract
Objective:
To examine the effect of a Pain Neuroscience Education/Pain Science Education educational
module on occupational therapy graduate students’ pain-related knowledge, attitudes,
professional beliefs, self-efficacy, and clinical reasoning about pain.
Design:
This study uses a single-group mixed-methods pre/post educational design with a quantitative
emphasis. Aggregate group-level comparisons will be used to examine changes in student
responses before and after the educational module. Qualitative reflection data will be used to
further explore students’ perceived learning and application of pain science concepts to
occupational therapy practice.
Participants:
Participants will include approximately 35 occupational therapy graduate students enrolled in the
educational module.
Intervention:
All participants will complete a Pain Neuroscience Education/Pain Science Education module
delivered across three two-hour instructional sessions. The module is designed to support
students’ understanding of contemporary pain science, promote evidence-informed clinical
reasoning, and strengthen the integration of pain neuroscience concepts into occupational therapy
evaluation and intervention planning.
Main Outcome Measures:
Four outcome measures will be used. Three measures will be administered before and after the
educational module: the Revised Pain Neurophysiology Questionnaire to assess knowledge of
pain; an adapted Occupational Therapy Pain Neuroscience Education Professional Self-Identity
Questionnaire to assess OT-related beliefs and professional identity; and an adapted Student-
Rated Self-Efficacy of Evidence-Based Clinical Skills measure to assess student self-efficacy. A
structured post-module reflection will be used to examine students’ perceived learning, clinical
reasoning, and anticipated application of pain science concepts in future occupational therapy
practice.
Results:
Data collection and analysis are ongoing. Quantitative data will be analyzed using aggregate
pre/post group comparisons to examine changes in pain knowledge, OT-related beliefs,
professional identity, and self-efficacy following the educational module. Qualitative reflection
responses will be analyzed to identify themes related to student learning, perceived relevance to
occupational therapy practice, and application of PNE/PSE concepts to clinical reasoning.
Conclusion:
This study will provide preliminary evidence regarding the role of structured pain neuroscience
and pain science education in occupational therapy graduate education. Findings may inform
how pain-related content is taught within OT curricula and how educational modules can support
students’ development of evidence-informed reasoning, professional identity, and confidence inaddressing pain as part of occupation-based practice.
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