Educational collaboration can empower patients, support doctors in training and future‐proof medical education

Birrell, Fraser; Johnson, Ann; Scott, Lesley; Irvine, Alison W; Shah, Robina

doi:10.1002/lim2.49

Cited by 8 publications

(6 citation statements)

References 18 publications

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“…Patients in primary care will have different needs to those attending secondary care. Involving patients in shaping education about their condition empowers as well as engages them and facilitates the attainment of healthcare's quintuple aim: better‐quality education as well as care for the same or lower cost, enjoyable for patients, students and teaching staff 34 …”

Section: Diabetes Education: a Hybrid Model Post‐pandemicmentioning

confidence: 99%

“…Involving patients in shaping education about their condition empowers as well as engages them and facilitates the attainment of healthcare's quintuple aim: better-quality education as well as care for the same or lower cost, enjoyable for patients, students and teaching staff. 34 Ongoing education can be provided by a platform enabling a mixture of online learning and self-monitoring that includes the option for two-way communication between the patient and a health care professional. There should also be an option for individualised feedback and for patients to gain insights from their own health data (such as levels of physical activity levels, food intake and blood sugar monitoring).…”

Section: A New Era In Dm-related Educationmentioning

confidence: 99%

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Insights into optimising education for patients living with diabetes mellitus: A model for the post‐pandemic era, informed by survey data

et al. 2022

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Background Patient education represents the key element in the management of diabetes mellitus (DM) and has changed dramatically during the last 3 years. Uptake of structured education is poor, and patient perception of received education varies greatly. The purpose of this study was to assess patients’ perception of adequacy of delivered education, barriers to attending structured courses and preferences for ongoing DM‐related education. Methods Patients living with Type 2 DM attending diabetes clinics were invited to complete a questionnaire about their understanding of DM, adequacy of offered education and desired features of future courses, following their clinic appointment at University Hospitals Coventry and Warwickshire (UHCW). Those interested (n = 146) completed this questionnaire. Results Participants’ mean age was 58.2 years (standard deviation [SD] 13.6, median 59, interquartile range [IQR] 50–66), mean body mass index 34.5 Kgm–2 (SD 9.1, median 33.7 Kgm–2, IQR 29.8–41.7) and duration of T2DM was 13 years (SD 10, median 10 years, IQR 3–19). Thirty‐one per cent of participants received no education at the time of their diagnosis with 51% of participants reporting no ongoing DM‐related education. Thirty‐seven per cent of participants did not understand the meaning of HbA1c. Preference for face‐to‐face versus remote delivery of DM‐related education was roughly split, with 51% preferring the former. Attention to self‐compassion and mental health needs were identified as key elements currently missing from DM‐related education. Conclusion The provision of DM‐related education pre‐pandemic did not meet patients’ needs. Gaining insight and understanding into the gaps within current DM‐related educational provision and patient preferences for its delivery are key strategies in the development of reformed DM‐related education that will ultimately equip patients with improved self‐management skills.

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Section: Diabetes Education: a Hybrid Model Post‐pandemicmentioning

confidence: 99%

Section: A New Era In Dm-related Educationmentioning

confidence: 99%

Insights into optimising education for patients living with diabetes mellitus: A model for the post‐pandemic era, informed by survey data

et al. 2022

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“…Richard Pinder 1,2 Linda Bauld 3 Hannah Findlater 4 Abinav Mohanamurali 5 Ann Johnson 6 Fraser Birrell 7,8…”

Section: Conflict Of Interestmentioning

confidence: 99%

Is it time to embed Lifestyle Medicine in undergraduate and postgraduate curricula?

Pinder

Bauld²,

Findlater

et al. 2022

Lifestyle Medicine

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Is it time to embed Lifestyle Medicine in undergraduate and postgraduate curricula?Some light at the end of the COVID-19 tunnel may be nearing. Yet, that same light is revealing a larger and longer term burden on our communities. Our educational institutions and health services have not been spared. The pandemic has catalysed the longer standing impact of anxiety, stress and burnout for many frontline health workers and younger people in particular. It has magnified socioeconomic and wider inequalities that are so detrimental to health and well-being.While fiscal responses to the pandemic continue to be debated, there remains a fundamental barrier for the triad of Public Health, Social Care and Health Care resourcing: workforce. The historical absence of strategic workforce planning in the United Kingdom's National Health Services means that without extending (ethically challenging) international recruitment efforts, even substantial injections of finance into health and care economies are stymied by how such monies can be spent.Lifestyle Medicine stands ready to yield a double dividend. First: to leverage self-care and health improvement amid the plethora of contact points that our communities have with public and third sector services. And second: to protect the health of our current and future workforce. While Lifestyle Medicine is no substitute for traditional population-level public health interventions, Lifestyle Medicine is an important and scalable element of the population health armamentarium, not least as systems seek increasingly integrated and preventive approaches to health and well-being. Behaviour change in the form of physical activity has been recently highlighted as a first-line therapy by U.K. health regulators in the management of depression (National Institute for Health and Care Excellent) 2 and many other chronic physical health conditions. The relevance of health behaviours to mitigate communicable disease threats such as the COVID-19 pandemic will be clear in the minds of many. The need for skills in promoting lifestyle changes is endorsed as a core component of U.K. medical training. 3 The specialty of Lifestyle Medicine, often described as emerging, can increasingly be described as maturing. As the American College of Lifestyle Medicine (ACLM) approaches 18 years of age, and the British Society of Lifestyle Medicine (BSLM) enters its seventh year, the global governance of the movement is transitioning too, with a new World Lifestyle Medicine Council. At the same time, consensus is being achieved on the specialty's scope: six pillars of lifestyle and increasingly concrete clinical application such as coaching, behaviour change and group consultations.

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“…This article will give an overview of the inherent codesign, their value and how scaling might be achieved using place‐based partnerships. We will conclude group consultations are an integral part of any solution to current record waiting lists globally (over 7.2 million in the United Kingdom, for instance) and the only one allowing existing staff to deliver more care at the same or higher quality 4 …”

Section: Introductionmentioning

confidence: 99%

Scaling group consultations – the fourth healthcare revolution: A call to action to save primary care

Birrell

Collen²,

Gray³

2023

Lifestyle Medicine

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Compelling arguments support scaling of group consultations across the National Health Service (NHS) and globally. We need to recognise self‐care is the most important type of care for people with long‐term health problems. Healthcare systems like the NHS are essential for diagnosis, acute care and initiating optimal therapy but people are on their own over 99.95% of waking hours. We must accept and encourage the contribution that other people with the same long‐term health problems can make and enable both types of care through face‐to‐face and virtual group consultations. Patients and communities need agency and choice to implement and access these patient‐centred and codesigned care models. This can bring system benefits, mapped to healthcare's quintuple aim, to those electing to use group consultations and even those who do not. The process of both training and delivering group consultation models can create and sustain compassionate communities and this ‘Fourth Healthcare Revolution’ may be exactly what is needed to save primary care.

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Educational collaboration can empower patients, support doctors in training and future‐proof medical education

Cited by 8 publications

References 18 publications

Insights into optimising education for patients living with diabetes mellitus: A model for the post‐pandemic era, informed by survey data

Insights into optimising education for patients living with diabetes mellitus: A model for the post‐pandemic era, informed by survey data

Is it time to embed Lifestyle Medicine in undergraduate and postgraduate curricula?

Scaling group consultations – the fourth healthcare revolution: A call to action to save primary care

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