TY - JOUR
T1 - Knowing the ABCs
T2 - A comparative effectiveness study of two methods of diabetes education
AU - Naik, Aanand D.
AU - Teal, Cayla R.
AU - Rodriguez, Elisa
AU - Haidet, Paul
N1 - Funding Information:
This work was supported by a grant from the Agency for Healthcare Research and Quality ( #U18HS016093 ), Centers for Research and Education on Therapeutics (Houston CERT, Suarez-Almazor, PI). The authors acknowledge additional project support from a Clinical Scientist Development Award from the Doris Duke Charitable Foundation and resources in the preparation of this manuscript from the Houston Health Services Research and Development Center of Excellence (HFP90-020) at the Michael E. DeBakey VA Medical Center. Dr. Naik receives additional support from the National Institute on Aging (K23AG027144). These sources had no role in the preparation, review, or approval of the manuscript.The authors thank Andrea Price, BA, and Donna Rochon, PhD, for their assistance with patient recruitment, retention and project support, Teresa Zhang, PhD, and Annette Walder, MS with data analysis.
PY - 2011/12
Y1 - 2011/12
N2 - Objective: To test an active-learning, empowerment approach to teaching patients about the "diabetes ABCs" (hemoglobin A 1C, systolic blood pressure, and low density lipoprotein cholesterol). Methods: 84 (97%) diabetic patients who participated in a randomized effectiveness trial of two clinic-based group educational methods and completed a post-intervention assessment. The empowerment arm participated in a group session that incorporated two educational innovations (a conceptual metaphor to foster understanding, and team-based learning methods to foster active learning). The traditional diabetes education arm received a didactic group session focused on self-management and educational materials about the diabetes ABCs. Participants in both arms received individual review of their current ABC values. Results: A questionnaire evaluated knowledge, understanding, and recall of the diabetes ABCs was administered three months after enrollment in the study. At three months, participants in the empowerment group demonstrated greater understanding of the diabetes ABCs (P< 0.0001), greater knowledge of their own values (P< 0.0001), and greater knowledge of guideline-derived target goals for the ABCs compared with participants in the traditional arm (P< 0.0001). Conclusion: An active-learning, empowerment-based approach applied to diabetes education can lead to greater understanding and knowledge retention. Practice implications: An empowerment approach to education can facilitate informed, activated patients and increase performance of self-management behaviors.
AB - Objective: To test an active-learning, empowerment approach to teaching patients about the "diabetes ABCs" (hemoglobin A 1C, systolic blood pressure, and low density lipoprotein cholesterol). Methods: 84 (97%) diabetic patients who participated in a randomized effectiveness trial of two clinic-based group educational methods and completed a post-intervention assessment. The empowerment arm participated in a group session that incorporated two educational innovations (a conceptual metaphor to foster understanding, and team-based learning methods to foster active learning). The traditional diabetes education arm received a didactic group session focused on self-management and educational materials about the diabetes ABCs. Participants in both arms received individual review of their current ABC values. Results: A questionnaire evaluated knowledge, understanding, and recall of the diabetes ABCs was administered three months after enrollment in the study. At three months, participants in the empowerment group demonstrated greater understanding of the diabetes ABCs (P< 0.0001), greater knowledge of their own values (P< 0.0001), and greater knowledge of guideline-derived target goals for the ABCs compared with participants in the traditional arm (P< 0.0001). Conclusion: An active-learning, empowerment-based approach applied to diabetes education can lead to greater understanding and knowledge retention. Practice implications: An empowerment approach to education can facilitate informed, activated patients and increase performance of self-management behaviors.
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U2 - 10.1016/j.pec.2011.01.010
DO - 10.1016/j.pec.2011.01.010
M3 - Article
C2 - 21300516
AN - SCOPUS:81555209051
SN - 0738-3991
VL - 85
SP - 383
EP - 389
JO - Patient Education and Counseling
JF - Patient Education and Counseling
IS - 3
ER -
