The impact of patient-centred versus didactic education programmes in chronic patients by severity: the case of type 2 diabetes mellitus
Background Education leads to better health-related decisions and protective behaviors, being especially important for patients with chronic conditions. Self-management education programs have been shown to be beneficial for patients with different chronic conditions and to have a higher impact o...
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| Format: | Article |
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Elsevier
2016
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| Online Access: | https://eprints.nottingham.ac.uk/40696/ |
| _version_ | 1848796118406660096 |
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| author | Windrum, Paul García-Goñi, Manuel Coad, Holly |
| author_facet | Windrum, Paul García-Goñi, Manuel Coad, Holly |
| author_sort | Windrum, Paul |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Background
Education leads to better health-related decisions and protective behaviors, being especially important for patients with chronic conditions. Self-management education programs have been shown to be beneficial for patients with different chronic conditions and to have a higher impact on health outcomes than does didactic education.
Objective
To investigate improvements in glycemic control (measured by glycated hemoglobin A1c) in patients with type 2 diabetes mellitus.
Methods
Our comparative trial involved one group of patients receiving patient-centered education and another receiving didactic education. We dealt with selection bias issues, estimated the different impact of both programs, and validated our analysis using quantile regression techniques.
Results
We found evidence of better mean glycemic control in patients receiving the patient-centered program, which engaged better patients. Nevertheless, that differential impact is nonmonotonic. Patients initially at the healthy range at the patient-centered program maintained their condition better. Patients close to, but not within, the healthy range benefited equally from attending either program. Patients with very high glycemic level benefited significantly more from attending the patient-centered program. Finally, patients with the worst initial glycemic control (far from the healthy range) improved equally their diabetic condition, regardless of which program they attended. |
| first_indexed | 2025-11-14T19:42:54Z |
| format | Article |
| id | nottingham-40696 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:42:54Z |
| publishDate | 2016 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-406962020-05-04T17:58:00Z https://eprints.nottingham.ac.uk/40696/ The impact of patient-centred versus didactic education programmes in chronic patients by severity: the case of type 2 diabetes mellitus Windrum, Paul García-Goñi, Manuel Coad, Holly Background Education leads to better health-related decisions and protective behaviors, being especially important for patients with chronic conditions. Self-management education programs have been shown to be beneficial for patients with different chronic conditions and to have a higher impact on health outcomes than does didactic education. Objective To investigate improvements in glycemic control (measured by glycated hemoglobin A1c) in patients with type 2 diabetes mellitus. Methods Our comparative trial involved one group of patients receiving patient-centered education and another receiving didactic education. We dealt with selection bias issues, estimated the different impact of both programs, and validated our analysis using quantile regression techniques. Results We found evidence of better mean glycemic control in patients receiving the patient-centered program, which engaged better patients. Nevertheless, that differential impact is nonmonotonic. Patients initially at the healthy range at the patient-centered program maintained their condition better. Patients close to, but not within, the healthy range benefited equally from attending either program. Patients with very high glycemic level benefited significantly more from attending the patient-centered program. Finally, patients with the worst initial glycemic control (far from the healthy range) improved equally their diabetic condition, regardless of which program they attended. Elsevier 2016-06-02 Article PeerReviewed Windrum, Paul, García-Goñi, Manuel and Coad, Holly (2016) The impact of patient-centred versus didactic education programmes in chronic patients by severity: the case of type 2 diabetes mellitus. Value in Health, 19 (4). pp. 353-362. ISSN 1524-4733 Chronic disease self-management; Patient-centered education; Quantile regression http://www.sciencedirect.com/science/article/pii/S1098301516000206 doi:10.1016/j.jval.2016.01.014 doi:10.1016/j.jval.2016.01.014 |
| spellingShingle | Chronic disease self-management; Patient-centered education; Quantile regression Windrum, Paul García-Goñi, Manuel Coad, Holly The impact of patient-centred versus didactic education programmes in chronic patients by severity: the case of type 2 diabetes mellitus |
| title | The impact of patient-centred versus didactic education programmes in chronic patients by severity: the case of type 2 diabetes mellitus |
| title_full | The impact of patient-centred versus didactic education programmes in chronic patients by severity: the case of type 2 diabetes mellitus |
| title_fullStr | The impact of patient-centred versus didactic education programmes in chronic patients by severity: the case of type 2 diabetes mellitus |
| title_full_unstemmed | The impact of patient-centred versus didactic education programmes in chronic patients by severity: the case of type 2 diabetes mellitus |
| title_short | The impact of patient-centred versus didactic education programmes in chronic patients by severity: the case of type 2 diabetes mellitus |
| title_sort | impact of patient-centred versus didactic education programmes in chronic patients by severity: the case of type 2 diabetes mellitus |
| topic | Chronic disease self-management; Patient-centered education; Quantile regression |
| url | https://eprints.nottingham.ac.uk/40696/ https://eprints.nottingham.ac.uk/40696/ https://eprints.nottingham.ac.uk/40696/ |