Effect of individualized diabetes education for type 2 diabetes mellitus: a single-center randomized clinical trial

Abstract

Background: To evaluate the effect of individualized education for patients with type 2 diabetes mellitus (T2DM). Methods: A total of 280 patients (158 males, mean age 63 ± 10 years) with T2DM were randomly divided into study and control group. Eysenck Personality questionnaire was used to assess the personality of the patients in the study group, which was provided us one-on-one counseling and individualized management plan. Group education was provided to the control group. Results: At the end of the study, the body mass index (21.5±2.5 vs 23.6±1.6 kg/m

Effect of educational interventions on knowledge of the disease and glycaemic control in patients with type 2 diabetes mellitus: a systematic review and meta-analysis of randomised controlled trials

“…Regarding location, two were from Brazil, 51 52 three from China, 53–55 two from Germany, 56 57 five from Iran, 58–62 two from Malaysia, 63 64 two from Sweden, 65 66 and one each from Thailand, 67 Sri Lanka, 68 and Australia. 69 The sample size varied from 60 53 to 300 participants. 55 Educational interventions in the review were guided by the following theories or models: three studies used the theory of self-efficacy, 54 63 67 three studies 56 61 66 used empowerment theory, two studies 60 68 used theory of self- efficacy and motivational interviewing, and one study used either chronic care model, 55 PRECEDE-PROCEED model, 62 BASNEF model 59 or behavioural theory.…”

Q-Methodology and Psychological Phenotyping to Design Patient-Centered Diabetes Education for Persons With Type 2 Diabetes on Insulin Therapy

“…1,8 The low correlation coefficients among (person-) factors ( r s = .16-.39) support previous research results on how much persons with T2D have different disease experiences and the reason why person-centered education is necessary. 4,17,38 For instance, storytelling or guided music therapy, which allows expression of true feelings without being ashamed, would be a considerable option for certain groups (eg, Factors B or C) to provide emotional support. 39,40 Evidence- based picture books or education videos with adequate literacy level would be helpful for Factors A or E. That is, diabetes education should be adapted by patients’ needs, knowledge and literacy, treatment goals, and current self-management behaviors.…”

“…1,8,15 Such denial or nonadherence to insulin therapy may result from inadequate health literacy for understanding insulin therapy, a low priority for controlling diabetes, decreased self-efficacy, feelings of being overwhelmed, a resistant personality, previous medication side effects, or living in poverty. 5,16,17 On the contrary, persons having positive experiences on insulin therapy may accept insulin therapy favorably as an opportunity to prevent serious symptoms or further disease progression. 1,9,15 Obviously, patients have different unmet needs in seeking information, support, and preferred educational approach.…”

“…13,18 However, which content should be emphasized in a specific group and how to deliver the education based on group characteristics remain unanswered. 5,13,17…”

“…1,9,15 Obviously, patients have different unmet needs in seeking information, support, and preferred educational approach. 4,9,17 Group interventions based on psychological phenotypes for individuals' traits and preferences can be a preferred approach to improve self-management behaviors leading to optimal clinical outcomes and quality of life. 13,18 However, which content should be emphasized in a specific group and how to deliver the education based on group characteristics remain unanswered.…”