Introduction: Through the Master of Physical Therapy program at a Canadian University, Understanding Pain in Rehabilitation (PT9551b) has been an elective option for physical therapy students with the final submission based on a reflective diary. The primary intention of the course is to introduce a critical social science perspective of pain and pain management. A secondary intention is to facilitate student reflection on how they see themselves as 'providers of pain management' or 'providers of physical therapy for people in pain' although at this point, the students' experiences of learning in this way has not been rigorously explored. There has yet to be a systemic examination of how physical therapy students experience learning about pain through such a course, and how the course has impacted their perspectives.
Method: This study followed an interpretive phenomenological research design. Single semi-structured in-depth 45-90-minute interviews of recent students were audio recorded and transcribed. In addition, the reflective diaries of students were included in the data set with students' permission. The analysis process followed a detailed reading approach to analysis by reading transcriptions line by line and engaging in critical reflection.
Findings: Six major themes were identified including: 1) Therapeutic Power of Words; 2) Learning through Reflection; 3) Lived Experience with Pain; 4) Patient Partnership; 5) Conceptualizations of Pain; and 6) Pain and Physiotherapy Practice.
Conclusion: It is recommended that researchers and educators encourage a continuation of reflective practice to conceptualize new information and as a means for participants to reflect on their personal and professional experiences.
Keywords: Physiotherapy; education; pain; professional education; students.