TY - JOUR
T1 - Practice Patterns in Distinguishing Between Background Pain and Breakthrough Pain During Patient Education
T2 - a Korean Physician Survey
AU - Shin, Jinyoung
AU - Kim, Do Yeun
AU - Lee, Juneyoung
AU - Choi, Youn Seon
AU - Hwang, In Gyu
AU - Baek, Sun Kyung
AU - Seo, Min Seok
AU - Shim, Jae Yong
N1 - Publisher Copyright:
© 2016, American Association for Cancer Education.
PY - 2018/4/1
Y1 - 2018/4/1
N2 - This study sought to explore the association between physician practice patterns and patient education, with a focus on breakthrough cancer pain (BTcP). A nationwide online survey was conducted by 92 Korean physicians. Thirteen questions on Korean physician’s assessment, prescription, patient education practices, and knowledge regarding BTcP were administered. Based on their responses, physicians were divided using two methods: (1) by their patient education practices, where the “education group” always explained the distinction between background pain and BTcP and the “less education group” which explained it less frequently; and (2) by their definition of BTcP, as occurring “after control of background pain” or “regardless of background pain.” We compared practice patterns using Fisher’s exact test or Student’s t test and performed multiple logistic regression analysis. The “education group” (65 physicians, 70.7 %) was more likely than the “less education group” to assess BTcP meticulously (odds ratio [OR] 17.13, 95 % confidence interval [CI] 4.98–58.94), prepare rescue medications in advance (OR 3.67, 95 % CI 1.36–9.90), and give explicit instructions regarding medications (OR 36.68, 95 % CI 5.63–239.15). Physicians who defined BTcP as occurring “after control of background pain” were more likely to explain how to take rescue medication (P < 0.05) than physicians who defined BTcP as occurring “regardless of background pain.” Korean physicians’ BTcP practice patterns may be affected by whether they consistently educate patients on the distinction between background pain and BTcP, regardless of their knowledge of the definition of BTcP.
AB - This study sought to explore the association between physician practice patterns and patient education, with a focus on breakthrough cancer pain (BTcP). A nationwide online survey was conducted by 92 Korean physicians. Thirteen questions on Korean physician’s assessment, prescription, patient education practices, and knowledge regarding BTcP were administered. Based on their responses, physicians were divided using two methods: (1) by their patient education practices, where the “education group” always explained the distinction between background pain and BTcP and the “less education group” which explained it less frequently; and (2) by their definition of BTcP, as occurring “after control of background pain” or “regardless of background pain.” We compared practice patterns using Fisher’s exact test or Student’s t test and performed multiple logistic regression analysis. The “education group” (65 physicians, 70.7 %) was more likely than the “less education group” to assess BTcP meticulously (odds ratio [OR] 17.13, 95 % confidence interval [CI] 4.98–58.94), prepare rescue medications in advance (OR 3.67, 95 % CI 1.36–9.90), and give explicit instructions regarding medications (OR 36.68, 95 % CI 5.63–239.15). Physicians who defined BTcP as occurring “after control of background pain” were more likely to explain how to take rescue medication (P < 0.05) than physicians who defined BTcP as occurring “regardless of background pain.” Korean physicians’ BTcP practice patterns may be affected by whether they consistently educate patients on the distinction between background pain and BTcP, regardless of their knowledge of the definition of BTcP.
KW - Breakthrough pain
KW - Health knowledge
KW - Physician practice patterns
UR - http://www.scopus.com/inward/record.url?scp=84987644152&partnerID=8YFLogxK
U2 - 10.1007/s13187-016-1113-3
DO - 10.1007/s13187-016-1113-3
M3 - Article
C2 - 27623849
AN - SCOPUS:84987644152
SN - 0885-8195
VL - 33
SP - 284
EP - 292
JO - Journal of Cancer Education
JF - Journal of Cancer Education
IS - 2
ER -