Turkish version of the revised neurophysiology of pain questionnaire: reliability and an investigation on the pain neurophysiology knowledge in Turkish physiotherapy students

The aim of this study was to examine the reliability of the Turkish version of the revised Neurophysiology of Pain Questionnaire (RNPQ-TR) among Turkish physiotherapy (PT) students and to investigate their pain neurophysiology knowledge. A total of 448 PT students were included in the study. An onli...

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Published inPhysiotherapy theory and practice pp. 1 - 11
Main Authors Secer, Erhan, Ozer Kaya, Derya
Format Journal Article
LanguageEnglish
Published England 26.06.2025
Subjects
students
neurosciences
pain
physical therapy
Education
knowledge
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Abstract The aim of this study was to examine the reliability of the Turkish version of the revised Neurophysiology of Pain Questionnaire (RNPQ-TR) among Turkish physiotherapy (PT) students and to investigate their pain neurophysiology knowledge. A total of 448 PT students were included in the study. An online survey created using Google Forms was sent to the students via a link through messaging apps. The first-round of the online survey included the RNPQ-TR and questions about individual and academic characteristics. For reliability of the RNPQ-TR, the online survey included the RNPQ-TR was sent to the students (  = 159) to participate in a second-round. For RNPQ-TR, the Cronbach's α coefficient was 0.57 and ICC was 0.71 (95% CI 0.63 to 0.78). The SEM and MDC were 0.99 and 2.74, respectively. First-grade students' pain neurophysiology knowledge was lower than students in other grades (  = .035). Students who took lesson about pain as part of PT education had higher pain neurophysiology knowledge (  = .015). Students answered questions about the biological mechanisms underpinning pain at a higher rate, while they answered questions about how and why pain is perceived at a lower rate in this study. The RNPQ-TR had low internal consistency and moderate test-retest reliability. Turkish PT students' pain neurophysiology knowledge varied according to academic characteristics. There was a general tendency for Turkish PT students to have insufficient knowledge about how and why pain is perceived. We recommend the development and implementation of strategies to enhance Turkish PT students' pain neurophysiology knowledge.
AbstractList The aim of this study was to examine the reliability of the Turkish version of the revised Neurophysiology of Pain Questionnaire (RNPQ-TR) among Turkish physiotherapy (PT) students and to investigate their pain neurophysiology knowledge.PURPOSEThe aim of this study was to examine the reliability of the Turkish version of the revised Neurophysiology of Pain Questionnaire (RNPQ-TR) among Turkish physiotherapy (PT) students and to investigate their pain neurophysiology knowledge.A total of 448 PT students were included in the study. An online survey created using Google Forms was sent to the students via a link through messaging apps. The first-round of the online survey included the RNPQ-TR and questions about individual and academic characteristics. For reliability of the RNPQ-TR, the online survey included the RNPQ-TR was sent to the students (n = 159) to participate in a second-round.METHODSA total of 448 PT students were included in the study. An online survey created using Google Forms was sent to the students via a link through messaging apps. The first-round of the online survey included the RNPQ-TR and questions about individual and academic characteristics. For reliability of the RNPQ-TR, the online survey included the RNPQ-TR was sent to the students (n = 159) to participate in a second-round.For RNPQ-TR, the Cronbach's α coefficient was 0.57 and ICC3,1 was 0.71 (95% CI 0.63 to 0.78). The SEM and MDC were 0.99 and 2.74, respectively. First-grade students' pain neurophysiology knowledge was lower than students in other grades (p = .035). Students who took lesson about pain as part of PT education had higher pain neurophysiology knowledge (p = .015). Students answered questions about the biological mechanisms underpinning pain at a higher rate, while they answered questions about how and why pain is perceived at a lower rate in this study.RESULTSFor RNPQ-TR, the Cronbach's α coefficient was 0.57 and ICC3,1 was 0.71 (95% CI 0.63 to 0.78). The SEM and MDC were 0.99 and 2.74, respectively. First-grade students' pain neurophysiology knowledge was lower than students in other grades (p = .035). Students who took lesson about pain as part of PT education had higher pain neurophysiology knowledge (p = .015). Students answered questions about the biological mechanisms underpinning pain at a higher rate, while they answered questions about how and why pain is perceived at a lower rate in this study.The RNPQ-TR had low internal consistency and moderate test-retest reliability. Turkish PT students' pain neurophysiology knowledge varied according to academic characteristics. There was a general tendency for Turkish PT students to have insufficient knowledge about how and why pain is perceived. We recommend the development and implementation of strategies to enhance Turkish PT students' pain neurophysiology knowledge.CONCLUSIONThe RNPQ-TR had low internal consistency and moderate test-retest reliability. Turkish PT students' pain neurophysiology knowledge varied according to academic characteristics. There was a general tendency for Turkish PT students to have insufficient knowledge about how and why pain is perceived. We recommend the development and implementation of strategies to enhance Turkish PT students' pain neurophysiology knowledge.
The aim of this study was to examine the reliability of the Turkish version of the revised Neurophysiology of Pain Questionnaire (RNPQ-TR) among Turkish physiotherapy (PT) students and to investigate their pain neurophysiology knowledge. A total of 448 PT students were included in the study. An online survey created using Google Forms was sent to the students via a link through messaging apps. The first-round of the online survey included the RNPQ-TR and questions about individual and academic characteristics. For reliability of the RNPQ-TR, the online survey included the RNPQ-TR was sent to the students (  = 159) to participate in a second-round. For RNPQ-TR, the Cronbach's α coefficient was 0.57 and ICC was 0.71 (95% CI 0.63 to 0.78). The SEM and MDC were 0.99 and 2.74, respectively. First-grade students' pain neurophysiology knowledge was lower than students in other grades (  = .035). Students who took lesson about pain as part of PT education had higher pain neurophysiology knowledge (  = .015). Students answered questions about the biological mechanisms underpinning pain at a higher rate, while they answered questions about how and why pain is perceived at a lower rate in this study. The RNPQ-TR had low internal consistency and moderate test-retest reliability. Turkish PT students' pain neurophysiology knowledge varied according to academic characteristics. There was a general tendency for Turkish PT students to have insufficient knowledge about how and why pain is perceived. We recommend the development and implementation of strategies to enhance Turkish PT students' pain neurophysiology knowledge.
Author Secer, Erhan
Ozer Kaya, Derya
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