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CURRICULUM, INSTRUCTION, AND PEDAGOGY article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1466404
This article is part of the Research Topic Navigating Complexity in Postgraduate/Graduate Health Professions Education: Innovative Pedagogical Approaches and Assessment Strategies View all 4 articles

Developing e-Learning Resources to Enhance the Pain Education Curriculum in Physiotherapy Programs Using an Action Research-Guided Approach

Provisionally accepted
Jerin Mathew Jerin Mathew 1*Muhammed Rashid Muhammed Rashid 2,3Priyanka Shirsath Priyanka Shirsath 4Kavitha Raja Kavitha Raja 3
  • 1 Department of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand
  • 2 School of Allied Health, College of Science, Health and Engineering, La Trobe University, Melbourne, Victoria, Australia
  • 3 JSS College of Physiotherapy, Mysore, Karnataka, India
  • 4 Potentia Multispeciality Physiotherapy Clinic, Nashik, Maharashtra, India

The final, formatted version of the article will be published soon.

    Introduction: Among healthcare professionals, Physiotherapists (PTs) are important members of pain management teams and are often the first contact clinicians. PTs must stay informed about the latest advancements in pain management to ensure effective practice. India graduates around 15,000 physiotherapy (PT) students annually, with over 20,000 PTs working in various institutions. However, the current pain curriculum needs to be updated, and resources need to be aligned with internationally accepted standards to improve the PT pain education program.Methods: A three-phase action research methodology (nominal group technique process) was adapted to identify gaps in pain science within the PT curricula of 30 universities in India. Digital Versatile Discs; DVDs) to address the gaps in curricula, following the IASP Curriculum Outline on Pain for Physical Therapy. Results: A total of 22 hours of pain lectures were recorded, and four DVDs were produced and duplicated for distribution. These DVDs were mailed to all universities and 469 individual institutions, with a recommendation for integration into undergraduate and postgraduate curricula. The lecture series was made freely accessible online through the institutional library repository. Conclusion: We employed an innovative method for content development based on the IASP curriculum, which involved consulting with experts and undergoing

    Keywords: Pain curriculum, Pain education, Action research, IASP, e-learning, Clinical education

    Received: 29 Aug 2024; Accepted: 06 Dec 2024.

    Copyright: © 2024 Mathew, Rashid, Shirsath and Raja. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Jerin Mathew, Department of Anatomy, School of Biomedical Sciences, University of Otago, Dunedin, New Zealand

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.