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Introduction <p>Lower back pain (LBP) is one of the most common musculoskeletal disorders in modern society, with a lifetime incidence of up to 90%. According to most national and international guidelines, educational interventions play a central role in the multimodal treatment of LBP. This systematic review and meta-analysis investigated the impact of educational interventions on pain and disability in patients with LBP undergoing physiotherapy compared to patients without educational interventions undergoing physiotherapy.</p> Methods <p>In October 2024, a comprehensive computer-aided search was performed to assess the online databases PubMed, Web of Science, Google Scholar, and Embase. The search followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria with an established PICOTD algorithm. Two authors independently performed the data extraction and risk of bias evaluation. The primary outcome measures extracted were a pain score (VAS or NRS) and the Roland Morris Disability Questionnaire (RMQ).</p> Results <p>Data from 8152 patients were retrieved. The mean length of follow-up was 6.2 ± 3.9&#xa0;months, the mean length of symptom duration was 66.7 ± 51.6&#xa0;months, and the mean age of the patients was 46.7 ± 9.2&#xa0;years. Compared to physiotherapy alone, additional education did not reduce pain (P = 0.4) or disability according to the RMQ (P = 0.9).</p> Conclusion <p>The addition of education did not impact pain and disability in patients undergoing physiotherapy for chronic non-specific LPB.</p> Level of evidence <p>Level I, systematic review and meta-analysis of RCTs.</p>

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Impact of education in patients undergoing physiotherapy for lower back pain: a level I systematic review and meta-analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月19日

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  • Filippo Migliorini,
  • Nicola Maffulli,
  • Luise Schäfer,
  • Nicola Manocchio,
  • Michela Bossa,
  • Calogero Foti,
  • Marcel Betsch,
  • Joshua Kubach

摘要

Introduction

Lower back pain (LBP) is one of the most common musculoskeletal disorders in modern society, with a lifetime incidence of up to 90%. According to most national and international guidelines, educational interventions play a central role in the multimodal treatment of LBP. This systematic review and meta-analysis investigated the impact of educational interventions on pain and disability in patients with LBP undergoing physiotherapy compared to patients without educational interventions undergoing physiotherapy.

Methods

In October 2024, a comprehensive computer-aided search was performed to assess the online databases PubMed, Web of Science, Google Scholar, and Embase. The search followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria with an established PICOTD algorithm. Two authors independently performed the data extraction and risk of bias evaluation. The primary outcome measures extracted were a pain score (VAS or NRS) and the Roland Morris Disability Questionnaire (RMQ).

Results

Data from 8152 patients were retrieved. The mean length of follow-up was 6.2 ± 3.9 months, the mean length of symptom duration was 66.7 ± 51.6 months, and the mean age of the patients was 46.7 ± 9.2 years. Compared to physiotherapy alone, additional education did not reduce pain (P = 0.4) or disability according to the RMQ (P = 0.9).

Conclusion

The addition of education did not impact pain and disability in patients undergoing physiotherapy for chronic non-specific LPB.

Level of evidence

Level I, systematic review and meta-analysis of RCTs.