Back School vs medical care: Disability (intermediate‐term) RMDQ. Scale from: 0 to 24.
- Population
- people with low back pain
- Intervention
- Back School
- Comparison
- medical care
- Outcome
- Disability (intermediate‐term) RMDQ. Scale from: 0 to 24.
It is very uncertain whether back School changes disability: intermediate‐term compared with medical care (very low certainty).
What each review found
Include earlier review versions| Finding | Effect | Studies | GRADE certainty |
|---|---|---|---|
Back School vs medical care Disability: intermediate‐term · people with low back pain It is very uncertain whether back School changes disability: intermediate‐term compared with medical care (very low certainty). Back Schools for chronic non‐specific low back pain (2017) · Cochrane Headline outcomes only | no estimate extracted | 3 studies · 331 participants | Very low |
Findings are shown side by side, never pooled across reviews.
The reviews
| Review | Searched up to | Included studies | AMSTAR 2 |
|---|---|---|---|
| Back Schools for chronic non‐specific low back pain 2017 · Cochrane Headline outcomes only | Not reported | Not extracted | Not assessed |
Related questions
The same intervention and outcome, asked in another population or against another comparator.
- Back School vs passive physiotherapy · people with low back pain · 1 review
- Back School vs joint manipulation · participants with acute or subacute low‐back pain · 1 review
- Back School vs myofascial therapy · participants with acute or subacute low‐back pain · 1 review
- Back School vs exercise · people with low back pain · 1 review
- Back School vs combined myofascial therapy and joint manipulation · participants with acute or subacute low‐back pain · 1 review
- Back School vs no treatment · people with low back pain · 1 review
How reviews are matched to this question
Reviews word the same question differently. Four decision models (TypeSafe's Jev, Liquid AI's d1-ultra, SubQ Snap and Baseten's Elephant) judged each wording of the population, intervention, comparator and outcome against the others; two wordings count as the same when at least three of them agree and none clearly disagrees, and findings count as this question only when all four elements match. Timing, setting and subgroup never split a question: they are shown on each finding.