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The gap between back pain patients' prior knowledge and scientific knowledge and its evolution after a back school
C Cedraschi1, P Reust, F Lorenzi-Cioldi
1Division of Rheumatology, Hôpital Beau-Séjour, Geneva, Switzerland.
Patient Education and Counseling
|April 1, 1996
Summary
This study quantifies patient knowledge versus teacher scientific understanding before and after a back school (BS) program. Results show significant improvement in patient knowledge post-intervention, highlighting differences in how theoretical versus practical knowledge evolved.
Area of Science:
- Health Sciences
- Medical Education
- Patient Knowledge Assessment
Background:
- Assessing patient understanding of scientific concepts is crucial for effective healthcare.
- Back school (BS) programs aim to improve patient knowledge and self-management.
- Quantifying the gap between patient knowledge and expert scientific understanding is challenging.
Purpose of the Study:
- To develop and apply a quantitative method for evaluating patient knowledge congruence with scientific standards.
- To assess the evolution of patient knowledge before and after a back school program.
- To differentiate changes in theoretical knowledge versus know-how and attitudes.
Main Methods:
- Quantitative evaluation of patient knowledge against teachers' scientific knowledge as a benchmark.
- Comparative analysis at three time points: pre-program (T0), 1 month post-program (T1), and 1 year post-program (T2).
- Blind assessment by a multidisciplinary panel of nine independent judges, followed by analysis of variance.
Main Results:
- A significant knowledge gap was observed between patients and teachers prior to the BS program.
- Patient knowledge demonstrated significant improvement at both T1 and T2 follow-up points.
- Theoretical knowledge showed different evolutionary patterns compared to know-how and/or attitudes.
Conclusions:
- The developed method provides a reliable quantitative assessment of patient knowledge improvement after educational interventions.
- Back school programs are effective in bridging the knowledge gap between patients and healthcare professionals.
- Interventions should consider the distinct progression of theoretical knowledge and practical/attitudinal components in patient education.