According to the conclusions of the review s there is limited to strong evidence for the effectiveness of back schools for chronic back pain .
Summarizing the results of the given evidence based recommendations it is concluded that back schools at work sites and back schools with intensive training is effective .
Eine Metaanalyse errechnet große Effekte für Verhaltensänderungen und Kenntnisgewinn , die and ere größere Effekte für Rückenschulen als Teil von umfassenden Rehabilitationsprogrammen , 2 der Expertenkommissionen sehen keine Evidenz für die Wirksamkeit von Rückenschulen , 3 sehen die Wirksamkeit bei akuten Beschwerden bzw .
Summary Back schools are high frequency-low cost interventions .
Their effectiveness has lately been regarded with skepticism .
The variety of back school programs makes an over-all evaluation difficult .
The number of evaluative publications has increased dramatically during the last 10 years , including 18 r and omized controlled trials .
Results of these studies have been contradictory .
Learning Effects of a Back Education Program
Study Design This study involved a post‐test only , control group design . Objectives To analyze the learning effects of back education programs ( video and classroom learning ) . Summary of Background Data Previous research has examined lost work time and workers ' compensation costs but has not addressed the learning effects of back schools . This study used the American Back School as the education intervention . The American Back School teaches students to maintain the lumbar lordosis while lifting . Methods The subjects ( n = 205 ) were assigned to three groups through modified r and omization . Three employees who previously sustained low back injury were placed in the back school group . The back school group , Group I , ( n = 74 ) attended a back school program that included cognitive learning strategies and practice in correct lifting . A video group , Group II , ( n = 64 ) viewed a similar program that consisted of spinal anatomy and biomechanics and instruction in correct lifting technique . A control group , Group III , ( n = 67 ) received no back education . One week after the education intervention , 145 of the subjects from the three groups had the lumbar lordosis measured with a flexible ruler while assuming a lifting position . The ruler was placed over the lumbar spinous processes , and the lordotic angle was calculated . A 12‐item multiple choice test and a 10‐item Likert scale were administered to 199 of the subjects in the three groups to determine the cognitive learning effect and the perceived relevance of the program , respectively . Results Multivariate analysis of variance was used and demonstrated significant differences between the back school group and the control group on the cognitive , psychomotor , and affective measures at the 0.001 level . No significant differences were found between the video and control groups on the measures with additional univariate testing . Conclusions The results indicate that the back school is an effective tool for influencing lifting posture and conveying information regarding spinal mechanics and lifting technique . In addition , the back school videos may not be an effective means of preventing  low back injury
According to the conclusions of the review s there is limited to strong evidence for the effectiveness of back schools for chronic back pain .
Summarizing the results of the given evidence based recommendations it is concluded that back schools at work sites and back schools with intensive training is effective .
Eine Metaanalyse errechnet große Effekte für Verhaltensänderungen und Kenntnisgewinn , die and ere größere Effekte für Rückenschulen als Teil von umfassenden Rehabilitationsprogrammen , 2 der Expertenkommissionen sehen keine Evidenz für die Wirksamkeit von Rückenschulen , 3 sehen die Wirksamkeit bei akuten Beschwerden bzw .
Summary Back schools are high frequency-low cost interventions .
Their effectiveness has lately been regarded with skepticism .
The variety of back school programs makes an over-all evaluation difficult .
The number of evaluative publications has increased dramatically during the last 10 years , including 18 r and omized controlled trials .
Results of these studies have been contradictory .