Musculoskeletal PainNCT05589311
Transformative Learning to Virtual Inter-Professional Education in Musculoskeletal Pain
A study testing Transformative Learning principles and Conventional didactic approach in people with Musculoskeletal Pain, run by SingHealth Polyclinics at 1 site in Singapore.
Trial summary
Musculoskeletal (MSK) pain is amongst the leading reasons for people seeking medical attention in local primary care, accounting for 6-28% of principal diagnoses. Patient education is one of the important treatment strategies to ease pain, reduce suffering and disability. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Musculoskeletal Pain
- What is being tested?
- Transformative Learning principles and Conventional didactic approach
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 300 participants
- Where
- 1 siteSingapore
- Study dates
- Dec 2022to Dec 2023
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Healthcare professionals working in SingHealth Polyclinics
Who cannot join
- Healthcare professionals working in institutions other than SingHealth Polyclinics
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Transformative Learning to Virtual Inter-Professional Education in Musculoskeletal Pain: A Randomised Trial
Musculoskeletal (MSK) pain is amongst the leading reasons for people seeking medical attention in local primary care, accounting for 6-28% of principal diagnoses. Patient education is one of the important treatment strategies to ease pain, reduce suffering and disability. However, from our anecdotal experience, patients often report there is an inconsistency in the information being provided by healthcare professionals. This can be due to the existence of different MSK pain frameworks as the understanding of pain sciences evolves. Hence, there is a need for regular Continuous Medical Education (CME) to update and improve healthcare staff knowledge and skills on this aspect in Singapore.
The conventional teaching method is typically used in SingHealth Polyclinics (SHP) CME sessions. It focuses on lecture-based instruction as the teaching centre, emphasizing the delivery of syllabus and concept. The conventional teaching method has been shown to be less effective than other teaching strategies (e.g. Case based learning) in practical application and critical thinking abilities. Mezirow proposed the use of Transformative Learning to enhance adult learning. We aim to conduct an RCT to investigate whether this teaching method is superior to the conventional teaching method in improving MSK pain knowledge, management advice, attitudes and beliefs of healthcare professionals in primary care.
This randomised multi-centre, prospective study will be conducted across all SHP polyclinics. Healthcare professionals working in SHP will be invited to participate in the study. Participants in both the intervention and control groups will be asked to complete the questionnaires at 3 time-points: before and after the lecture, as well as 1 month later. The anonymised data collected will then be analysed using descriptive and inferential statistics.
Read the detailed description
Study Design
This randomised, multi-centre, prospective study will be conducted in all public primary care centres also known as polyclinics which manage patients with acute and chronic medical conditions. Patients may also visit the polyclinics which are located mainly in the eastern, southern and north-eastern part of Singapore, to utilise the vaccination, medical examination or screening, and/ or allied health services such as physiotherapy and podiatry services.
This project will seek approval from the institutional ethics committee prior to commencement and it will be conducted in accordance with the Declaration of Helsinki.
Participants
SHP conducts regular continuing education lectures as part of the ongoing effort in ensuring continual development of knowledge and skills of the healthcare workforce. These lectures provide opportunity for staff to achieve professional self-improvement and to ensure that their knowledge and skills are up-to-date and relevant.
The MSK pain lectures will be incorporated as one of continuing education sessions. The delivery of the MSK pain lecture will be scheduled to be conducted online. Invitation email will be sent to healthcare professionals. Information about the lecture and study will be stated in the email (sample attached). Those who are interested in the lecture and agree to participate in the study will register interest by providing their email address. The lecture Zoom link will be sent to the participants before the lecture commencement.
The participants who are involved in the study will be anonymised i.e. their personal identifications will not be collected during the study.
The lecture invitation email will state that an education research will be conducted to evaluate and compare the effectiveness of two Zoom training methods. And that the participants will be randomized into either one of the methods. Data collection form link will be sent to them. As the study is completely voluntary, it is possible that the participants can sign up for the lecture but choose not to attempt the questionnaire forms or participate in the study at any time-point. The data collection is anonymous, hence it is impossible to identify the participants who do not fill up the questionnaires.
Randomization
Participants will be randomized in a 1:1 ratio to either intervention or control group according to a computer generated block randomization list. Random permuted blocks are used to ensure balance over time. The block size is determined by the statistician and will kept confidential from the study team until final database lock. Each participant will be assigned a study ID and the intervention/control assignment. Intervention and control group will receive the email links respectively to the virtual lectures.
Sample size
Based on the study by Collearya et al., to detect a significant increase in scores for Management Advice Vignette between the groups (increase in score of 25 in intervention group and increase in score of 3 in control group for the question on Exercise), the minimum required sample size for individual (block) randomization is 47 per arm, with a power of 80% and 5% significance level.
Virtual Lecture
A 2.5-hour virtual lecture will be conducted online. Pain science, common MSK conditions and management in primary care, basic pharmacology in pain management and pain education will be covered during the lecture. The educational materials will be developed using various pain resources such as relevant sections in the textbook by Wall and Melzack, patients' and clinicians' guidebooks of explaining pain by Butler and Moseley, and other related healthcare literatures such as clinical practice guidelines and systematic reviews of MSK conditions. The educational slides provide no specific explanations about the individual items in the evaluation tools such as NPQ, CAV, MAV and HC-PAIRS.
Intervention group: Lecture conducted using Transformative Learning principles. Control group: Lecture conducted using conventional didactic approach with Q\&A session after the slides presentation.
Both groups will receive the same content but provided using different education conceptual framework.
- Conditions
- Musculoskeletal Pain
- Being tested
- Transformative Learning principles, Conventional didactic approach
- Keywords
- Pain education, Healthcare professionals, Interprofessional education, Transformative Learning
- Medical subject headings
- Musculoskeletal Pain
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Transformative Learning principlesOther
Transformative Learning principles are incorporated into the pain education workshop to stimulate critical reflection and critical discourse during the learning process.
Conventional didactic approachOther
The conventional didactic approach focuses on lecture-based instruction as the teaching center, emphasizing the delivery of syllabus and concept.
| Study group | Role | What they receive |
|---|---|---|
| Intervention group | Experimental | One-time 2.5-hour virtual lecture on musculoskeletal pain conducted following Transformative Learning principles Receives: Other: Transformative Learning principles |
| Control group | Active comparator | One-time 2.5-hour virtual lecture on musculoskeletal pain conducted using conventional didactic approach Receives: Other: Conventional didactic approach |
What is being measured
The primary outcome is the main question the study is designed to answer.
Learner's reactions and reflection form (LRRF)
This self-developed evaluation form was developed to gather participants' feedback on the lecture and the learning experience. Participants are required to answer 18 questions using a 1 to 10 scale where 1 is strongly disagree and 10 is strongly agree.
Measured: after the intervention (lecture)
Change in Neurophysiology of Pain Questionnaire (NPQ)
NPQ will be used to evaluate the participants' understanding of pain neurophysiology. It is a 12-item validated questionnaire. Each item has three response options: true, false, undecided. The NPQ uses the number-correct scoring method, whereby the total number of correct answers is added to create an overall score. 1 point is awarded for each correct response. A score of 0 is attributed to incorrect responses and those marked as undecided.
Comparison of pre-intervention and post-intervention (immediate and 1 month follow up) NPQ scores (assessed through number of correct answers).
Measured: Up to 1 month pre-intervention, immediate post-intervention (lecture) and 1 month follow up
Change in Clinical Assessment Vignette (CAV)
6 Common MSK conditions Assessment Questions, modified from Moroz (2017). It is a quiz to test the knowledge of the participants on the common MSK conditions. A short description is provided on the patient's signs and symptoms and the participant is required to identify the correct diagnosis.
Comparison of pre-intervention and post-intervention (immediate and 1 month follow up) CAV scores (assessed through number of correct answers).
Measured: Up to 1 month pre-intervention, immediate post-intervention (lecture) and 1 month follow up
Change in Health care Pain Attitudes and Impairment Relationship Scale (HC-PAIRS)
HC-PAIRS is derived by altering Pain and Impairment Relationship scale (PAIRS) developed by Riley et al. Items are scored by the location of responses on the Likert scales following each question, with items 1, 6, and 14 scored by reversing the numbers. Items 10 and 13 were omitted from the original version, as recommended by Houben et al., to improve the construct of the scale. Scores of individual items are totalled, yielding the HC-PAIRS score.
Comparison of pre-intervention and post-intervention (immediate and 1 month follow up) HC-PAIRS scores (assessed on a 7-point Likert scale).
Measured: Up to 1 month pre-intervention, immediate post-intervention (lecture) and 1 month follow up
Change in Management Advice Vignette (MAV)
4 MSK Management Advice Questions (Bishop et al. 2008). It is a quiz to assess the appropriateness of MSK pain management recommendations of the participants. A clinical case vignette is provided and the participant is required to answer short multiple choice questions regarding the appropriate management advice. It is an indirect measure of the clinical behaviour.
Comparison of pre-intervention and post-intervention (immediate and 1 month follow up) MAV scores (assessed through number of correct answers).
Measured: Up to 1 month pre-intervention, immediate post-intervention (lecture) and 1 month follow up
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted21 Oct 2022
- Study startDec 2022 (estimated)
- Primary completionDec 2023 (estimated)
- Study completionDec 2023 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (10)Papers the sponsor has linked to this study.
- Other trials for Musculoskeletal PainStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind
- Who is masked
- Participant, Outcomes assessor
- Enrolment
- 300 participants (estimated)
Sponsor and investigators
- Lead sponsor
- SingHealth Polyclinics
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Khim Siong Ng, Principal investigator, SingHealth Polyclinics
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05589311
- Sponsor's protocol ID
- 2022/2048
- Status last verified
- Oct 2022
- First submitted
- 18 Mar 2022
- Last updated
- 21 Oct 2022
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Colleary G, O'Sullivan K, Griffin D, Ryan CG, Martin DJ. Effect of pain neurophysiology education on physiotherapy students' understanding of chronic pain, clinical recommendations and attitudes towards people with chronic pain: a randomised controlled trial. Physiotherapy. 2017 Dec;103(4):423-429. doi: 10.1016/j.physio.2017.01.006. Epub 2017 Mar 22.
PubMed 28797666Moseley L. Unraveling the barriers to reconceptualization of the problem in chronic pain: the actual and perceived ability of patients and health professionals to understand the neurophysiology. J Pain. 2003 May;4(4):184-9. doi: 10.1016/s1526-5900(03)00488-7.
PubMed 14622702Catley MJ, O'Connell NE, Moseley GL. How good is the neurophysiology of pain questionnaire? A Rasch analysis of psychometric properties. J Pain. 2013 Aug;14(8):818-27. doi: 10.1016/j.jpain.2013.02.008. Epub 2013 May 4.
PubMed 23651882Moroz A. Clinical Reasoning Workshop: Lumbosacral Spine and Hip Disorders. MedEdPORTAL. 2017 Sep 20;13:10632. doi: 10.15766/mep_2374-8265.10632.
PubMed 30800833Riley JF, Ahern DK, Follick MJ. Chronic pain and functional impairment: assessing beliefs about their relationship. Arch Phys Med Rehabil. 1988 Aug;69(8):579-82.
PubMed 3408327Rainville J, Bagnall D, Phalen L. Health care providers' attitudes and beliefs about functional impairments and chronic back pain. Clin J Pain. 1995 Dec;11(4):287-95. doi: 10.1097/00002508-199512000-00006.
PubMed 8788576Houben RM, Vlaeyen JW, Peters M, Ostelo RW, Wolters PM, Stomp-van den Berg SG. Health care providers' attitudes and beliefs towards common low back pain: factor structure and psychometric properties of the HC-PAIRS. Clin J Pain. 2004 Jan-Feb;20(1):37-44. doi: 10.1097/00002508-200401000-00008.
PubMed 14668655Bishop A, Foster NE, Thomas E, Hay EM. How does the self-reported clinical management of patients with low back pain relate to the attitudes and beliefs of health care practitioners? A survey of UK general practitioners and physiotherapists. Pain. 2008 Mar;135(1-2):187-95. doi: 10.1016/j.pain.2007.11.010.
PubMed 18206309Keyte D, Richardson C. Re-thinking pain educational strategies: Pain a new model using e-learning and PBL. Nurse Educ Today. 2011 Feb;31(2):117-21. doi: 10.1016/j.nedt.2010.05.001. Epub 2010 Jun 20.
PubMed 20566232Ng KS, Tang ZY, Wong PNF, Chua JLJ, Goh LLL, Koh YLE, Koh KH. Integrating transformative learning theory in synchronous E-learning in musculoskeletal pain education among primary care nurses: a randomized study. BMC Nurs. 2025 Jul 7;24(1):858. doi: 10.1186/s12912-025-03540-9.
PubMed 40624538
Study at a glance
From the registry record, last updated by the sponsor on 21 Oct 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Transformative Learning to Virtual Inter-Professional Education in Musculoskeletal Pain: A Randomised Trial
- ClinicalTrials.gov ID
- NCT05589311
- Acronym / sponsor ID
- 2022/2048
- Conditions
- Musculoskeletal Pain
- Keywords
- Pain education, Healthcare professionals, Interprofessional education, Transformative Learning
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 300 participants (estimated)
- Lead sponsor
- SingHealth PolyclinicsUniversity, hospital or other
- Study start
- Dec 2022 (estimated)
- Primary completion
- Dec 2023 (estimated)
- Study completion
- Dec 2023 (estimated)
- First posted
- 21 Oct 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Musculoskeletal (MSK) pain is amongst the leading reasons for people seeking medical attention in local primary care, accounting for 6-28% of principal diagnoses. Patient education is one of the important treatment strategies to ease pain, reduce suffering and disability. However, from our anecdotal experience, patients often report there is an inconsistency in the information being provided by healthcare professionals. This can be due to the existence of different MSK pain frameworks as the understanding of pain sciences evolves. Hence, there is a need for regular Continuous Medical Education (CME) to update and improve healthcare staff knowledge and skills on this aspect in Singapore.
The conventional teaching method is typically used in SingHealth Polyclinics (SHP) CME sessions. It focuses on lecture-based instruction as the teaching centre, emphasizing the delivery of syllabus and concept. The conventional teaching method has been shown to be less effective than other teaching strategies (e.g. Case based learning) in practical application and critical thinking abilities. Mezirow proposed the use of Transformative Learning to enhance adult learning. We aim to conduct an RCT to investigate whether this teaching method is superior to the conventional teaching method in improving MSK pain knowledge, management advice, attitudes and beliefs of healthcare professionals in primary care.
This randomised multi-centre, prospective study will be conducted across all SHP polyclinics. Healthcare professionals working in SHP will be invited to participate in the study. Participants in both the intervention and control groups will be asked to complete the questionnaires at 3 time-points: before and after the lecture, as well as 1 month later. The anonymised data collected will then be analysed using descriptive and inferential statistics.
Detailed description
Study Design
This randomised, multi-centre, prospective study will be conducted in all public primary care centres also known as polyclinics which manage patients with acute and chronic medical conditions. Patients may also visit the polyclinics which are located mainly in the eastern, southern and north-eastern part of Singapore, to utilise the vaccination, medical examination or screening, and/ or allied health services such as physiotherapy and podiatry services.
This project will seek approval from the institutional ethics committee prior to commencement and it will be conducted in accordance with the Declaration of Helsinki.
Participants
SHP conducts regular continuing education lectures as part of the ongoing effort in ensuring continual development of knowledge and skills of the healthcare workforce. These lectures provide opportunity for staff to achieve professional self-improvement and to ensure that their knowledge and skills are up-to-date and relevant.
The MSK pain lectures will be incorporated as one of continuing education sessions. The delivery of the MSK pain lecture will be scheduled to be conducted online. Invitation email will be sent to healthcare professionals. Information about the lecture and study will be stated in the email (sample attached). Those who are interested in the lecture and agree to participate in the study will register interest by providing their email address. The lecture Zoom link will be sent to the participants before the lecture commencement.
The participants who are involved in the study will be anonymised i.e. their personal identifications will not be collected during the study.
The lecture invitation email will state that an education research will be conducted to evaluate and compare the effectiveness of two Zoom training methods. And that the participants will be randomized into either one of the methods. Data collection form link will be sent to them. As the study is completely voluntary, it is possible that the participants can sign up for the lecture but choose not to attempt the questionnaire forms or participate in the study at any time-point. The data collection is anonymous, hence it is impossible to identify the participants who do not fill up the questionnaires.
Randomization
Participants will be randomized in a 1:1 ratio to either intervention or control group according to a computer generated block randomization list. Random permuted blocks are used to ensure balance over time. The block size is determined by the statistician and will kept confidential from the study team until final database lock. Each participant will be assigned a study ID and the intervention/control assignment. Intervention and control group will receive the email links respectively to the virtual lectures.
Sample size
Based on the study by Collearya et al., to detect a significant increase in scores for Management Advice Vignette between the groups (increase in score of 25 in intervention group and increase in score of 3 in control group for the question on Exercise), the minimum required sample size for individual (block) randomization is 47 per arm, with a power of 80% and 5% significance level.
Virtual Lecture
A 2.5-hour virtual lecture will be conducted online. Pain science, common MSK conditions and management in primary care, basic pharmacology in pain management and pain education will be covered during the lecture. The educational materials will be developed using various pain resources such as relevant sections in the textbook by Wall and Melzack, patients' and clinicians' guidebooks of explaining pain by Butler and Moseley, and other related healthcare literatures such as clinical practice guidelines and systematic reviews of MSK conditions. The educational slides provide no specific explanations about the individual items in the evaluation tools such as NPQ, CAV, MAV and HC-PAIRS.
Intervention group: Lecture conducted using Transformative Learning principles. Control group: Lecture conducted using conventional didactic approach with Q\&A session after the slides presentation.
Both groups will receive the same content but provided using different education conceptual framework.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Intervention group | Experimental | Other: Transformative Learning principlesOne-time 2.5-hour virtual lecture on musculoskeletal pain conducted following Transformative Learning principles |
| Control group | Active comparator | Other: Conventional didactic approachOne-time 2.5-hour virtual lecture on musculoskeletal pain conducted using conventional didactic approach |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (1 listed)
- Healthcare professionals working in SingHealth Polyclinics
Key exclusion criteria (1 listed)
- Healthcare professionals working in institutions other than SingHealth Polyclinics
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Transformative Learning principlesTransformative Learning principles are incorporated into the pain education workshop to stimulate critical reflection and critical discourse during the learning process. | Other | Intervention group |
| Conventional didactic approachThe conventional didactic approach focuses on lecture-based instruction as the teaching center, emphasizing the delivery of syllabus and concept. | Other | Control group |
Primary outcome
Learner's reactions and reflection form (LRRF)
Time frame: after the intervention (lecture)
This self-developed evaluation form was developed to gather participants' feedback on the lecture and the learning experience. Participants are required to answer 18 questions using a 1 to 10 scale where 1 is strongly disagree and 10 is strongly agree.
Change in Neurophysiology of Pain Questionnaire (NPQ)
Time frame: Up to 1 month pre-intervention, immediate post-intervention (lecture) and 1 month follow up
NPQ will be used to evaluate the participants' understanding of pain neurophysiology. It is a 12-item validated questionnaire. Each item has three response options: true, false, undecided. The NPQ uses the number-correct scoring method, whereby the total number of correct answers is added to create an overall score. 1 point is awarded for each correct response. A score of 0 is attributed to incorrect responses and those marked as undecided. Comparison of pre-intervention and post-intervention (immediate and 1 month follow up) NPQ scores (assessed through number of correct answers).
Change in Clinical Assessment Vignette (CAV)
Time frame: Up to 1 month pre-intervention, immediate post-intervention (lecture) and 1 month follow up
6 Common MSK conditions Assessment Questions, modified from Moroz (2017). It is a quiz to test the knowledge of the participants on the common MSK conditions. A short description is provided on the patient's signs and symptoms and the participant is required to identify the correct diagnosis. Comparison of pre-intervention and post-intervention (immediate and 1 month follow up) CAV scores (assessed through number of correct answers).
Change in Health care Pain Attitudes and Impairment Relationship Scale (HC-PAIRS)
Time frame: Up to 1 month pre-intervention, immediate post-intervention (lecture) and 1 month follow up
HC-PAIRS is derived by altering Pain and Impairment Relationship scale (PAIRS) developed by Riley et al. Items are scored by the location of responses on the Likert scales following each question, with items 1, 6, and 14 scored by reversing the numbers. Items 10 and 13 were omitted from the original version, as recommended by Houben et al., to improve the construct of the scale. Scores of individual items are totalled, yielding the HC-PAIRS score. Comparison of pre-intervention and post-intervention (immediate and 1 month follow up) HC-PAIRS scores (assessed on a 7-point Likert scale).
Change in Management Advice Vignette (MAV)
Time frame: Up to 1 month pre-intervention, immediate post-intervention (lecture) and 1 month follow up
4 MSK Management Advice Questions (Bishop et al. 2008). It is a quiz to assess the appropriateness of MSK pain management recommendations of the participants. A clinical case vignette is provided and the participant is required to answer short multiple choice questions regarding the appropriate management advice. It is an indirect measure of the clinical behaviour. Comparison of pre-intervention and post-intervention (immediate and 1 month follow up) MAV scores (assessed through number of correct answers).
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 21 Oct 2022.
- Background: PubMed 28797666Colleary G, O'Sullivan K, Griffin D, Ryan CG, Martin DJ. Effect of pain neurophysiology education on physiotherapy students' understanding of chronic pain, clinical recommendations and attitudes towards people with chronic pain: a randomised controlled trial. Physiotherapy. 2017 Dec;103(4):423-429. doi: 10.1016/j.physio.2017.01.006. Epub 2017 Mar 22.
- Background: PubMed 14622702Moseley L. Unraveling the barriers to reconceptualization of the problem in chronic pain: the actual and perceived ability of patients and health professionals to understand the neurophysiology. J Pain. 2003 May;4(4):184-9. doi: 10.1016/s1526-5900(03)00488-7.
- Background: PubMed 23651882Catley MJ, O'Connell NE, Moseley GL. How good is the neurophysiology of pain questionnaire? A Rasch analysis of psychometric properties. J Pain. 2013 Aug;14(8):818-27. doi: 10.1016/j.jpain.2013.02.008. Epub 2013 May 4.
- Background: PubMed 30800833Moroz A. Clinical Reasoning Workshop: Lumbosacral Spine and Hip Disorders. MedEdPORTAL. 2017 Sep 20;13:10632. doi: 10.15766/mep_2374-8265.10632.
- Background: PubMed 3408327Riley JF, Ahern DK, Follick MJ. Chronic pain and functional impairment: assessing beliefs about their relationship. Arch Phys Med Rehabil. 1988 Aug;69(8):579-82.
- Background: PubMed 8788576Rainville J, Bagnall D, Phalen L. Health care providers' attitudes and beliefs about functional impairments and chronic back pain. Clin J Pain. 1995 Dec;11(4):287-95. doi: 10.1097/00002508-199512000-00006.
- Background: PubMed 14668655Houben RM, Vlaeyen JW, Peters M, Ostelo RW, Wolters PM, Stomp-van den Berg SG. Health care providers' attitudes and beliefs towards common low back pain: factor structure and psychometric properties of the HC-PAIRS. Clin J Pain. 2004 Jan-Feb;20(1):37-44. doi: 10.1097/00002508-200401000-00008.
- Background: PubMed 18206309Bishop A, Foster NE, Thomas E, Hay EM. How does the self-reported clinical management of patients with low back pain relate to the attitudes and beliefs of health care practitioners? A survey of UK general practitioners and physiotherapists. Pain. 2008 Mar;135(1-2):187-95. doi: 10.1016/j.pain.2007.11.010.
- Background: PubMed 20566232Keyte D, Richardson C. Re-thinking pain educational strategies: Pain a new model using e-learning and PBL. Nurse Educ Today. 2011 Feb;31(2):117-21. doi: 10.1016/j.nedt.2010.05.001. Epub 2010 Jun 20.
- Derived from this study: PubMed 40624538Ng KS, Tang ZY, Wong PNF, Chua JLJ, Goh LLL, Koh YLE, Koh KH. Integrating transformative learning theory in synchronous E-learning in musculoskeletal pain education among primary care nurses: a randomized study. BMC Nurs. 2025 Jul 7;24(1):858. doi: 10.1186/s12912-025-03540-9.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Khim Siong Ng principal investigator
SingHealth Polyclinics
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Transformative Learning principles and Conventional didactic approach in people with Musculoskeletal Pain, run by SingHealth Polyclinics at 1 site in Singapore.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: status not confirmed, as of the sponsor's last update on 21 Oct 2022. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Singapore. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
Contact Khim Siong Ng (+6592708819, ng.khim.siong@singhealth.com.sg), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Learner's reactions and reflection form (LRRF) (time frame: after the intervention (lecture)). The study lists 5 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05589311, which also lists 10 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 21 Oct 2022.