Purpose The purpose of this study was to determine whether diabetes self-care behaviors mediate the association between patient-provider communication (PPC) and diabetes outcomes. Methods An ethnically diverse sample of 752 patients with type 2 diabetes was recruited from 3 different health systems. Subjects were interviewed by telephone about their general and diabetes-specific PPC, diabetes self-care behaviors (medication use, glucose testing, eating, and physical activity), and functional status (physical and mental). Glycemic control was assessed with the HbA1c assay. Statistical tests of the hypothetical path model were adjusted for age, gender, marital status, income, ethnicity, medication regimen, and number of comorbid conditions. Results General PPC was associated with mental functioning and physical functioning, and diabetes-specific PPC was associated with glycemic control. However, these associations were not mediated by self-care behaviors, which were independently associated with diabetes outcomes. Conclusions Although self-care and PPC are both important determinants of diabetes patients' health status, these effects are independent. Thus, attempts to improve diabetes outcomes must focus on both good communication and the direct enhancement of illness self-management behaviors.

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Cancer education is a constantly evolving field, as science continues to advance both our understanding of cancer and its effects on patients, families, and communities. Moving discoveries to practice expeditiously is paramount to impacting cancer outcomes. The continuing education of cancer care professionals throughout their practice life is vital to facilitating the adoption of therapeutic innovations. Meanwhile, more general educational programs serve to keep cancer patients, their families, and the public informed of the latest findings in cancer research. The National Cancer Institute conducted an assessment of the current knowledge base for cancer education which involved two literature reviews, one of the general literature of the evaluation of medical and health education efforts, and the other of the preceding 5 years of the Journal of Cancer Education (JCE). These reviews explored a wide range of educational models and methodologies. In general, those that were most effective used multiple methodologies, interactive techniques, and multiple exposures over time. Less than one third of the articles in the JCE reported on a cancer education or communication product, and of these, only 70% had been evaluated for effectiveness. Recommendations to improve the evaluation of cancer education and the educational focus of the JCE are provided.