Document Type (Journals)
Original Research
Abstract
Chronic pain is a leading cause of global disability, yet occupational therapy education often lacks sufficient coverage of multidisciplinary pain management approaches. The purposes of this study were to 1) determine the level of understanding of contemporary pain neuroscience in occupational therapy doctoral (OTD) students; 2) evaluate the effectiveness of instructional techniques to improve their knowledge of contemporary pain neuroscience; and 3) explore their perceptions of pain neuroscience and its implications for their future roles. This pre-post test within-subject experimental design study, involving 39 OTD students, assessed the impact and perceptions of a two-hour pain education module. The revised Neurophysiology of Pain Questionnaire (rNPQ) and the Concept of Pain Inventory for Adults (COPI-Adult) were used to assess knowledge about pain and Likert and open-ended survey questions captured participant perceptions. Qualitative data analysis of the two open-ended questions included coding and theme development. Median COPI-Adult scores and median rNPQ scores increased (p < 0.001). Interest in learning about pain increased (p < 0.001). Perceived usefulness of information increased (p = 0.016). Two main themes emerged from the open-ended questions: Personal and Professional Formation and Approach to Patient Care. Findings indicate that OTD students initially had limited understanding of contemporary pain neuroscience, but even brief instruction significantly improved knowledge. Students expressed increased interest, confidence in applying pain neuroscience education, and anticipated using this knowledge to validate patient experiences, reframe pain perceptions, and support improved quality of life in future clinical practice. This study's single-university design and lack of long-term follow-up limit generalizability and understanding of sustained clinical impact.
Biography
Sue E. Curfman, PT, DHSc, OCS is an Associate Professor in the School of Physical Therapy at Belmont University. Her current clinical practice, teaching and scholarship include a focus on chronic pain and pain neuroscience education.
Elicia Dunn Cruz, PhD, OT/L is an Assistant Professor at Belmont University. Her research focuses on occupational therapy in community health promotion, integrated care, and mental health. She brings experience in program development, teaching, and practice across diverse settings, including community-based mental health and caregiver support.
Diana A. Harrison, PT, DPT, DHSc is an Associate Clinical Professor in the Physical Therapy and Rehabilitation Sciences Department at Drexel University. Her scholarly interests include examining the lived experiences of health professions graduate students and the influence on their future roles as clinicians.
William J. Best, PhD is an Assistant Professor of Statistics in the College of Sciences and Mathematics at Belmont University. His scholarly interests are wide-ranging, including biostatistics, health sciences, and data analytics.
Kathryn Schmidt, OTD, OTR/L is an Assistant Professor in the School of Occupational Therapy at Belmont University. Her clinical and scholarly interests include chronic pain, mental health, and substance use disorder.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Curfman, S. E., Dunn Cruz, E., Harrison, D. A., Best, W. J., & Schmidt, K. (2025). Understanding and the Perceived Value Of Contemporary Pain Neuroscience Education Among Occupational Therapy Students. Journal of Occupational Therapy Education, 9 (4). Retrieved from https://encompass.eku.edu/jote/vol9/iss4/11
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