Implementing pain competencies in Canadian physiotherapy education: Challenges, barriers, and opportunities

Augeard, N., Longtin, C., Bussières, A., Bostick, G., Thomas, A., Miller, J., Tousignant-Laflamme, Y., Walton, D., Hudon, A., Cooper, L., Singer, L., Amari, F. et Wideman, T. H. (2025). Implementing pain competencies in Canadian physiotherapy education: Challenges, barriers, and opportunities. Canadian Journal of Pain, 9 (1). Article 2574969. ISSN 2474-0527 DOI 10.1080/24740527.2025.2574969

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Résumé

Abstract

Background
The Pain Education in Physiotherapy (PEP) competency profile provides a structured framework for integrating pain management competencies into Canadian physiotherapy (PT) curricula. Despite widespread endorsement, the integration of pain management competencies into PT curricula remains inconsistent. Identifying the barriers and enablers to implementation is essential for developing strategies that support students in achieving these competencies.

Objective
This study explored factors influencing the implementation of the PEP competency profile in Canadian PT programs and identified key challenges and opportunities for improving integration.

Methods
A qualitative description study was conducted using five focus groups with 23 participants, including pain educators and program directors from 13 entry-level PT programs in Canada. Data were analyzed using the Consolidated Framework for Implementation Research to identify multilevel barriers and facilitators.

Results
Participants recognized the value of the PEP competency profile in enhancing pain education but highlighted three key challenges: (1) a lack of structured guidance for teaching and assessment, (2) an overreliance on faculty champions rather than systemic institutional support, and (3) the absence of rigorous assessment approaches. Participants expressed uncertainty about integrating competencies within existing curricula, emphasizing the need for national collaboration, faculty development, and shared resources. The iterative, decentralized nature of curriculum change further complicated efforts to achieve consistent integration.

Conclusion
Sustainable implementation of the PEP competencies requires structured guidance, institutional commitment, and adapted assessment strategies. Addressing these barriers through national-level collaboration, accreditation alignment, and faculty support is critical to ensure that PT graduates develop the necessary competencies for high-quality pain management.

Abstrait

Contexte: Le profil de compétences Pain Education in Physiotherapy (PEP) offre un cadre structuré pour l’intégration des compétences en gestion de la douleur dans les programmes canadiens de physiothérapie (PT). Malgré un large endossement, l’intégration de ces compétences demeure inégale. L’identification des obstacles et des facilitateurs à l’implantation est essentielle pour élaborer des stratégies soutenant les étudiants dans l’acquisition de ces compétences.

Type de document:	Article
Mots-clés libres:	Pain management education Competency-based education Physiotherapy curriculum Implementation science Faculty development
Date de dépôt:	30 juill. 2026 13:49
Dernière modification:	30 juill. 2026 13:49
Version du document déposé:	Version officielle de l'éditeur
URI:	https://depot-e.uqtr.ca/id/eprint/13085

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