BACKGROUND
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. This is reflected by overuse of medical imaging and medication, advice to restrict work and activities, and insufficient attention towards psychosocial risk factors during actual consultation, which is all guideline discordant. Implementation strategies designed until now to change HCPs behavior had only limited effects or were not effective at all.
OBJECTIVE
The purpose of this pilot study was to evaluate the feasibility and effectiveness of implementing an interactive e-learning module on the management of LBP in HCPs. HCPs’ perceptions of their change in knowledge and beliefs about LBP as well as the content, structure, length and access of the module were assessed.
METHODS
In total 22 HCPs have been recruited. Participants completed and evaluated the e-learning module with an online questionnaire including 20 items based on similar feasibility studies. Likert Scales (n=15) and qualitative open questions (n=5) were both used. Before and after completing the module, participants filled in the Back-PAQ questionnaire to evaluate the potential effect of the module on their attitudes and beliefs about LBP. The Back-PAQ data were analyzed with the paired Student t-test.
RESULTS
The feasibility of the module was confirmed, it 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%). According to the HCPs the time to complete the module (36 ± 9.6 minutes) was adequate (91%). Some participants (77%) identified specific topics that might be discussed in more detail in the module. Moreover, HCPs’ knowledge, beliefs and attitudes about LBP significantly improved following module completion (P < .001).
CONCLUSIONS
The interactive e-learning module seems feasible and effective. Participants were positive regarding the content, they found it sufficient and clear. The module was appealing, structured and easy to complete. Moreover, the module has been effective to change knowledge and beliefs of the participants. Suggestions have been made to improve it in the future.
INCISION e-learning program as a useful teaching tool to enhance surgeons’ knowledge and skills: An Indonesian multi-center cross-sectional pilot study