An interactive e-learning module to promote bio-psycho-social management of low back pain in healthcare professionals: a pilot study

Abstract

Introduction: Low back pain (LBP) is ranked as the first musculoskeletal disorder considering years lived with disability worldwide. Despite numerous guidelines promoting a bio-psycho-social (BPS) approach in the management of patients with LBP, many health care professionals (HCPs) still manage LBP patients mainly from a biomedical point of view.

Objective: The purpose of this pilot study was to evaluate the feasibility of implementing an interactive e-learning module on the management of LBP in HCPs.

Methods: n total 22 HCPs evaluated the feasibility of the e-learning module with a questionnaire and open questions. Participants filled in the Back Pain Attitude Questionnaire (Back-PAQ) before and after completing the module to evaluate their attitudes and beliefs about LBP.

Results: The module was structured and easy to complete (91%) and met the expectations of the participants (86%). A majority agreed that the module improved their knowledge (69%). Some participants (77%) identified specific topics that might be discussed in more detail in the module. HCPs knowledge, beliefs and attitudes about LBP significantly improved following module completion (t = -7.63, P < .001) with a very large effect size (ds = -1.63).

Conclusion: I The module seems promising to change knowledge, attitudes and beliefs of the participants. There is an urgent need to develop and investigate the effect of educational interventions to favor best practice in LBP management and this type of e-learning support could promote the transition from a biomedical to a bio-psycho-social management of LBP in HCPs.

Keywords: Distance education; guideline adherence; musculoskeletal pain; physical therapists; physicians.

Conflict of interest statement

No potential conflict of interest was reported by the author(s).

Figures

Figure 1.

Structure of the interactive e-learning module.

Figure 2.

Feasibility results about the change in knowledge and beliefs.

Figure 3.

Feasibility results about the content and time.

Figure 4.

Feasibility results about the structure and presentation.

Figure 5.

Feasibility results about the access.

Figure 6.

Back-PAQ results before and after the completion of the e-learning module.

Figure 7.

Back-PAQ results sub-grouped by years of practice before and after the completion of the e-learning module.