在加拿大物理治疗教育中实施疼痛能力:挑战,障碍和机会
Nathan Augeard1, Christian Longtin1, André Bussières1,2
1School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada.
Canadian journal of pain = Revue canadienne de la douleur
|December 18, 2025
概括
在加拿大物理治疗课程中实施物理治疗中的疼痛教育 (PEP) 能力配置文件面临着缺乏指导和机构支持等挑战. 解决这些问题需要合作和教师发展,以便更好地进行疼痛管理教育.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 物理疗法课程开发课程开发
- 疼痛管理培训 疼痛管理培训
背景情况:
- 物理治疗中的疼痛教育 (PEP) 能力配置文件旨在在加拿大物理治疗 (PT) 课程中标准化疼痛管理教育.
- 尽管得到了认可,但这些能力在PT课程中得到一致的整合仍然是一个重大挑战.
- 了解障碍物和推动因素对于有效实施和学生能力发展至关重要.
研究的目的:
- 探索影响加拿大PT课程中PEP能力配置文件实施的因素.
- 确定关键的挑战和机会,以加强疼痛管理能力的整合.
- 为成功采用PEP配置文件的策略提供信息.
主要方法:
- 采用了定性描述研究设计.
- 通过五个重点小组收集数据,其中包括来自13个加拿大PT计划的23名参与者 (疼痛教育者,项目主任).
- 实施研究综合框架指导了对多层次障碍和促进者的分析.
主要成果:
- 参与者承认PEP简介的价值,但发现了关键挑战:教学/评估的结构化指导不足,依赖个人冠军而不是系统支持,缺乏严格的评估方法.
- 关于课程整合存在不确定性,突出需要国家合作,教师发展和资源共享.
- 课程变化的分散性质使得一致的实施变得复杂.
结论:
- 可持续的PEP能力整合需要结构化的指导,机构的承诺和精细的评估策略.
- 国家合作,与认证标准保持一致,以及强大的教师支持,对于成功实施至关重要.
- 确保PT毕业生拥有高质量的疼痛管理能力,需要解决已识别的障碍.
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