Toward a shared framework for therapeutic pain education: a Delphi-based international consensus
Rattachement africain : es, us, be, cl, br, ca, it, au, gb, pt, nl. Niveau de preuve : code pays fourni par la source.
Le résumé fourni par la source
IMPORTANCE: Persistent pain is a global cause of disability, affecting daily life and physical, psychological, and social functioning. While biomedical approaches may alleviate symptoms, they often overlook psychological, behavioral, and contextual contributors. Recently, therapeutic pain education has emerged as a key non-pharmacological strategy; however, consensus on its core content and implementation is still lacking. OBJECTIVE: The objective was to reach an international expert consensus on the core components of therapeutic education programs for individuals with persistent pain. DESIGN: The study consisted of a 3-round Delphi consensus study. SETTING: An international, online Delphi modality was performed. PARTICIPANTS: Twenty-one multidisciplinary experts from 10 countries (high- to middle-income ratio: 19/2) were included in the present study. INTERVENTION(S) OR EXPOSURE(S): Participation consisted of a structured Delphi process of 1 open-ended round and 2 structured rounds using a 4-point Likert scale, organized across 8 predefined domains. MAIN OUTCOME AND MEASURE(S): The main outcome was expert agreement on core components of therapeutic pain education, defined as an Aiken V value ≥0.7 with their 95% confidence interval exceeding this threshold. The process was organized around 8 domains: topic areas, patient/learner characteristics, materials and resources, activities, dosage and frequency, learning outcomes, context/environment, and adherence assessment. RESULTS: The experts, with a mean of 20 years of clinical experience (SD = 9.6) and 15 years of research experience (SD = 6.4), reached agreement on 35 items. Experts highlighted core content such as neuroplasticity, pain-related beliefs, emotional regulation, and behavior change. They recommended assessing motivation, readiness to change, expectations, tailoring interventions to patient profiles, using explicit, evidence-based materials, including graded exposure and pacing, adjusting dosage according to engagement, ensuring a safe, welcoming, private environment, and assessing changes in beliefs, functioning, and lifestyle. CONCLUSION: This study provides an internationally validated framework for designing and implementing therapeutic education programs for individuals with persistent pain. RELEVANCE: By translating expert consensus into practical components, it bridges the gap between theory and clinical practice, supporting consistent, patient-centered strategies and informing future implementation and research.
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Le contrôle bibliographique ouvert
DOI retrouvé dans Crossref DOI retrouvé ; titre concordant.
- Titre Crossref
- Toward a shared framework for therapeutic pain education: a Delphi-based international consensus
- Date Crossref
- 23/03/2026
- Éditeur
- Oxford University Press (OUP)
- Type
- journal-article
Ce recoupement confirme des métadonnées liées au DOI. Il ne confirme ni la méthode ni les conclusions de l’étude, et il ne compte pas comme une seconde source scientifique indépendante.
Où se fait cette recherche
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Universidad Rey Juan Carlos pays non établi dans la noticeUniversité ou école supérieure
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La Salle University pays non établi dans la noticeUniversité ou école supérieure
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Universidad Autónoma de Madrid pays non établi dans la noticeUniversité ou école supérieure
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Universitat de València pays non établi dans la noticeUniversité ou école supérieure
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Generalitat Valenciana pays non établi dans la noticeOrganisme public
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Universidad de Alcalá pays non établi dans la noticeUniversité ou école supérieure
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Research Foundation - Flanders pays non établi dans la noticeOrganisme public
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Pain in Motion pays non établi dans la noticeStructure de recherche
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ITCL Technology Centre pays non établi dans la noticeOrganisation à but non lucratif
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Junta de Castilla y León pays non établi dans la noticeOrganisme public
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Metropolitan University of Educational Sciences pays non établi dans la noticeUniversité ou école supérieure
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Metropolitan University of Technology pays non établi dans la noticeUniversité ou école supérieure
Universidad Rey Juan Carlos, La Salle University et Universidad Autónoma de Madrid, avec 9 autres affiliations.
Une affiliation ne permet pas de déduire la nationalité d’un auteur.