PG-DIP-16 PAIN MANAGEMENT

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Clinical Reasoning, Function and Collaborative Care

Develop a more complete approach to evaluating and managing patients with acute, persistent and complex pain.

PG-DIP-16 | Pain Management integrates pain science, differential diagnosis, functional assessment, conservative care, communication, outcome measurement and interdisciplinary co-management.

The guide moves beyond pain intensity alone by examining how biological, psychological, occupational and social factors influence pain, recovery and participation.

Topics include:

Acute, subacute and persistent pain
Nociceptive, neuropathic and nociplastic mechanisms
Peripheral and central sensitization
Pain-related neurological examination
Serious pathology and red-flag screening
Psychosocial and recovery barriers
Fear, catastrophizing and avoidance
Sleep, stress and behavioral contributors
Medication and substance-use awareness
Manual therapy and therapeutic exercise
Graded activity and exposure
Pain neuroscience education
Self-management and shared decision-making
Outcome measures and functional goals
Multimorbidity and complex pain presentations
Opioid-related clinical awareness
Referral and interdisciplinary care
Documentation and reassessment
Case-based clinical applications
Rapid review, self-assessment and preparation roadmap

Designed for:

Chiropractors managing persistent or complex pain
Clinicians seeking stronger pain-science foundations
New graduates developing communication skills
Experienced practitioners reviewing multidisciplinary care
Educators teaching pain assessment and management

Study it. Understand it. Apply it.

This guide does not authorize medication prescribing, interventional pain procedures or psychological treatment outside professional scope. It does not replace formal pain-specialty education or interdisciplinary consultation.

You will get a PDF (160KB) file

Educational Disclaimer & Commitment to Professional Excellence

The materials provided through Dr. Dad’s Chiropractic Clinical Education are intended for educational and professional development purposes only. They are designed to support chiropractic students, recent graduates, and practicing clinicians in developing their knowledge, clinical reasoning, examination skills, and professional confidence.

These resources are not intended to replace accredited chiropractic education, applicable licensing or regulatory requirements, current clinical guidelines, independent professional judgment, or appropriate consultation with other healthcare professionals. Practitioners and students should always work within their level of training, legal scope of practice, and the standards and regulations applicable to their jurisdiction.

A Commitment to Accuracy — and an Invitation to Help

Every reasonable effort is made to provide information that is accurate, practical, and educationally useful. However, healthcare knowledge, examination requirements, professional standards, terminology, and regulatory requirements continue to evolve. Despite careful preparation and review, errors or omissions may occasionally occur.

If you identify an error, outdated reference, inconsistency, or something that you believe should be clarified or corrected, I sincerely encourage you to contact me.

Constructive feedback is welcomed and appreciated. When an appropriate correction or improvement is identified, I want the opportunity to review the material and revise it so that these educational resources continue to improve.

Why I Created These Resources

My primary goal is not simply to produce study guides or educational products. It is to help advance the chiropractic profession and support the development of knowledgeable, thoughtful, ethical, and clinically capable chiropractors.

The transition from student to clinician is one of the most important periods in a chiropractor’s professional development. My hope is to make that journey clearer, more practical, and more clinically meaningful—helping students connect what they learn in the classroom with the reasoning and responsibilities required in actual patient care.

Ultimately, I want these resources to make a positive contribution toward a chiropractic profession that its students, educators, clinicians, patients, and colleagues throughout healthcare can be proud of and respect.

Education should never stop at graduation. We should continue to learn from the evidence, from our patients, from our colleagues, and from one another.

If you find something that can be improved, please let me know. Helping make these resources better helps all of us move the profession forward.

— Dr. Dad’s Chiropractic Clinical Education