TEACHING MULTIMODAL OSTEOARTHRITIS MANAGEMENT: BRIDGING CLINICAL EVIDENCE AND MEDICAL EDUCATION FOR FUTURE HEALTHCARE PROFESSIONALS

Abstract

Osteoarthritis is one of the most prevalent chronic musculoskeletal disorders worldwide and a leading cause of pain, disability, and reduced quality of life, particularly among aging populations. The increasing prevalence of osteoarthritis is associated with demographic changes, including population aging and rising levels of physical inactivity and obesity, which further contribute to its global burden. In addition to its clinical impact, osteoarthritis represents a significant socioeconomic burden due to increased healthcare costs, reduced work capacity, and long-term disability. Its multifactorial pathophysiology, involving cartilage degeneration, subchondral bone remodeling, inflammation, and biomechanical factors, presents significant challenges for both clinical management and medical education. In addition, the complexity of osteoarthritis management requires integration of knowledge from different medical disciplines, which is often insufficiently addressed in traditional medical curricula, highlighting the need for innovative educational approaches. The aim of the present study is to propose a structured educational framework for teaching multimodal osteoarthritis management, based on current clinical evidence and contemporary educational principles. The methodology includes a comprehensive literature review and analysis of international clinical guidelines, as well as recent scientific publications addressing pharmacological and non-pharmacological approaches to osteoarthritis treatment. Special attention is given to pain mechanisms, patient-reported outcomes, and quality of life assessment, as essential components of modern patient-centered care. The results demonstrate the necessity of integrating theoretical knowledge with clinical competencies through a structured educational model, consisting of disease understanding, pain assessment, multimodal therapy, quality of life evaluation, and clinical decision-making with risk-benefit analysis. This model supports the development of clinical reasoning, critical thinking, and individualized patient management skills. Furthermore, the integration of digital health technologies enhances learning processes and reflects current trends in medical education. The proposed framework is adaptable and can be implemented in different educational settings, including undergraduate and postgraduate medical training. In conclusion, the proposed framework provides a practical and adaptable approach to teaching osteoarthritis management and contributes to the preparation of future healthcare professionals capable of delivering effective, evidence-based, and patient-centered care. The findings support the implementation of structured educational models in medical curricula to improve the quality of osteoarthritis management and enhance patient outcomes, while also contributing to more efficient use of healthcare resources