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      Targeted interventions to prevent transitioning from acute to chronic low back pain in high-risk patients: development and delivery of a pragmatic training course of psychologically informed physical therapy for the TARGET trial

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          Abstract

          Background

          Low back pain (LBP) is a public health concern because it is highly prevalent and the leading cause of disability worldwide. Psychologically informed physical therapy (PIPT) is a secondary prevention approach that first aims to identify individuals at high risk for transitioning to chronicity and then provides tailored treatment to reduce that risk. Training models that are feasible to implement with acceptable training quality are needed to improve scalability for widespread implementation of PIPT. This manuscript describes the PIPT training program that was developed for training physical therapists providing PIPT in the TARGET trial.

          Methods

          The PIPT training program was developed, tested, and modified using an iterative process. Content development consisted of stakeholder engagement, beta testing, modification of training, and confirmation of final course objectives. Methods of delivery consisted of a website that included brief online educational modules followed by a live 8-h workshop that included video-based mock case scenarios and case-based role playing. Attitudes, beliefs, and confidence in implementing PIPT principles were assessed before and immediately after training to measure training quality and impact.

          Results

          Early stakeholder engagement and beta testing indicated the need for increased emphasis on experiential learning opportunities and patient-centered communication training. Booster training varied extensively across TARGET sites with involvement of ‘clinician champions’ providing brief follow-up sessions identified as best practice. Favorable post-training changes in physical therapist attitudes and beliefs toward biopsychosocial treatment orientation and increased confidence in implementing PIPT principles were observed.

          Conclusions

          PIPT training for provider participation in the TARGET trial was feasible to deliver. Course content was acceptable to physical therapists and resulted in improved beliefs and confidence in applying PIPT skills during clinical practice. Ongoing consultation and site-based continuing education were methods by which specific TARGET sites maintained or augmented PIPT skill training; however, implementing ongoing training was challenging in general. Due to the pragmatic nature of the TARGET trial, it was not possible to directly measure the effect of PIPT training on treatment fidelity, which was a limitation of our approach.

          Trial registration

          ClinicalTrials.gov, NCT02647658. Registered on 6 January 2016.

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          Most cited references31

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          Continuing education meetings and workshops: effects on professional practice and health care outcomes.

          Educational meetings are widely used for continuing medical education. Previous reviews found that interactive workshops resulted in moderately large improvements in professional practice, whereas didactic sessions did not. To assess the effects of educational meetings on professional practice and healthcare outcomes. We updated previous searches by searching the Cochrane Effective Practice and Organisation of Care Group Trials Register and pending file, from 1999 to March 2006. Randomised controlled trials of educational meetings that reported an objective measure of professional practice or healthcare outcomes. Two authors independently extracted data and assessed study quality. Studies with a low or moderate risk of bias and that reported baseline data were included in the primary analysis. They were weighted according to the number of health professionals participating. For each comparison, we calculated the risk difference (RD) for dichotomous outcomes, adjusted for baseline compliance; and for continuous outcomes the percentage change relative to the control group average after the intervention, adjusted for baseline performance. Professional and patient outcomes were analysed separately. We considered 10 factors to explain heterogeneity of effect estimates using weighted meta-regression supplemented by visual analysis of bubble and box plots. In updating the review, 49 new studies were identified for inclusion. A total of 81 trials involving more than 11,000 health professionals are now included in the review. Based on 30 trials (36 comparisons), the median adjusted RD in compliance with desired practice was 6% (interquartile range 1.8 to 15.9) when any intervention in which educational meetings were a component was compared to no intervention. Educational meetings alone had similar effects (median adjusted RD 6%, interquartile range 2.9 to 15.3; based on 21 comparisons in 19 trials). For continuous outcomes the median adjusted percentage change relative to control was 10% (interquartile range 8 to 32%; 5 trials). For patient outcomes the median adjusted RD in achievement of treatment goals was 3.0 (interquartile range 0.1 to 4.0; 5 trials). Based on univariate meta-regression analyses of the 36 comparisons with dichotomous outcomes for professional practice, higher attendance at the educational meetings was associated with larger adjusted RDs (P < 0.01); mixed interactive and didactic education meetings (median adjusted RD 13.6) were more effective than either didactic meetings (RD 6.9) or interactive meetings (RD 3.0). Educational meetings did not appear to be effective for complex behaviours (adjusted RD -0.3) compared to less complex behaviours; they appeared to be less effective for less serious outcomes (RD 2.9) than for more serious outcomes. Educational meetings alone or combined with other interventions, can improve professional practice and healthcare outcomes for the patients. The effect is most likely to be small and similar to other types of continuing medical education, such as audit and feedback, and educational outreach visits. Strategies to increase attendance at educational meetings, using mixed interactive and didactic formats, and focusing on outcomes that are likely to be perceived as serious may increase the effectiveness of educational meetings. Educational meetings alone are not likely to be effective for changing complex behaviours.
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            The role of fear avoidance beliefs as a prognostic factor for outcome in patients with nonspecific low back pain: a systematic review.

            Psychological factors including fear avoidance beliefs are believed to influence the development of chronic low back pain (LBP).
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              Catastrophizing-a prognostic factor for outcome in patients with low back pain: a systematic review.

              Psychological factors including catastrophizing thoughts are believed to influence the development of chronic low back pain (LBP).
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                Author and article information

                Contributors
                beneciuk@phhp.ufl.edu
                steven.george@duke.edu
                greco@pitt.edu
                mjs5@pitt.edu
                swegener@jhmi.edu
                Robert.saper@bmc.org
                delitto@pitt.edu
                Journal
                Trials
                Trials
                Trials
                BioMed Central (London )
                1745-6215
                6 May 2019
                6 May 2019
                2019
                : 20
                : 256
                Affiliations
                [1 ]ISNI 0000 0004 1936 8091, GRID grid.15276.37, Department of Physical Therapy, College of Public Health & Health Professions, , University of Florida, ; Box 100154, UFHSC, Gainesville, FL 32610-0154 USA
                [2 ]ISNI 0000 0004 1936 7961, GRID grid.26009.3d, Duke Clinical Research Institute and Department of Orthopaedic Surgery, , Duke University, ; 2400 Pratt Street, Durham, NC 27705 USA
                [3 ]ISNI 0000 0004 1936 9000, GRID grid.21925.3d, Departments of Psychiatry, Rehabilitation Science and Technology, and Physical Therapy, , University of Pittsburgh School of Medicine, ; 3811 O’Hara Street, Pittsburgh, PA 15213 USA
                [4 ]ISNI 0000 0004 1936 9000, GRID grid.21925.3d, Department of Physical Therapy, School of Health and Rehabilitation Sciences, , University of Pittsburgh, ; Suite 210, Bridgeside Point 1, Pittsburgh, PA 15219 USA
                [5 ]ISNI 0000 0001 2171 9311, GRID grid.21107.35, Department of Physical Medicine and Rehab, , Johns Hopkins School of Medicine, ; Phipps 188, 600 N. Wolfe Str., Baltimore, MD 21287 USA
                [6 ]Boston Medical Center Department of Family Medicine, 1 Boston Medical Center Place, Dowling 5 South, Boston, MA 02118 USA
                [7 ]ISNI 0000 0004 1936 9000, GRID grid.21925.3d, School of Health and Rehabilitation Sciences, , University of Pittsburgh, ; 4229 Forbes Tower, Pittsburgh, PA 15260 USA
                [8 ]ISNI 0000 0004 0438 8575, GRID grid.476954.d, Brooks Rehabilitation, Clinical Research Center, ; 3901 University Blvd. South, Suite 103, Jacksonville, FL 32216 USA
                Author information
                http://orcid.org/0000-0002-5888-3630
                Article
                3350
                10.1186/s13063-019-3350-3
                6501335
                31060589
                0c5d46ed-5e3b-4ab4-b33f-e3c7e9cf077c
                © The Author(s). 2019

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

                History
                : 17 December 2018
                : 3 April 2019
                Funding
                Funded by: FundRef http://dx.doi.org/10.13039/100006093, Patient-Centered Outcomes Research Institute;
                Award ID: PCS-1402-10867
                Award Recipient :
                Categories
                Methodology
                Custom metadata
                © The Author(s) 2019

                Medicine
                psychologically informed physical therapy,post-professional education,quality improvement

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