Historical glimpses of patient education in the United States

Bartlett, Edward E.

doi:10.1016/0738-3991(86)90085-6

Cited by 59 publications

(27 citation statements)

References 14 publications

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“…Roter [3] stresses that patient education in the US has transformed and reinvented itself many times since the germination of its roots in early medical, nursing, and public health practice. In tracing these historical roots, Roter cites Bartlett [25], who identifies the formative period of patient education as beginning in the mid1800s and shaped by a mix of societal forces that included changes in the supply and demand of physicians, new roles for community and allied health professionals, emerging medical technologies, and the changing nature of the patient-physician relationship. Many of these same societal forces are in play today challenging the profession to once again transform itself.…”

Section: The United States As Mirrormentioning

confidence: 99%

Patient education in Europe: united differences

Visser

Deccache

Bensing

2001

Patient Education and Counseling

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This issue of Patient Education and Counseling presents the state of the art of patient education in several European countries. It is based on papers presented at a meeting in Paris on the evolution and development of patient education in western, central and eastern Europe (May 1999). Also patient education in the US is presented in this issue. Patient education is defined as all the educational activities directed to patients, including aspects of therapeutic education, health education and clinical health promotion. Five important factors are identified in the development of patient education: (1) research and evidence based standards; (2) the organization of care; (3) training and methodological support; (4) professional values; and (5) acknowledgment, funding and place of patient education in health policy. Several of the discussed common orientations and priorities in the patient education in the reviewed countries are highlighted in this issue. And finally, an example of the possible integrated international practice in patient education in the field of diabetes is described in this issue. Several conclusions are drawn concerning future development of communication in health care within the framework of patient education in Europe. #

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Section: The United States As Mirrormentioning

confidence: 99%

Patient education in Europe: united differences

Visser

Deccache

Bensing

2001

Patient Education and Counseling

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“…Recent studies have found dramatic increases in diabetes during the last decade (3). Diabetes self-management education (DSME), the process of teaching individuals to manage their diabetes (4), has been considered an important part of the clinical management of individuals with diabetes since the 1930s and the work of the Joslin Diabetes Center (5). The American Diabetes Association recommends assessment of self-management skills and knowledge of diabetes at least annually, and the provision or encouragement of continuing diabetes education (6).…”

mentioning

confidence: 99%

Self-Management Education for Adults With Type 2 Diabetes

Norris

Lau

Sj³

et al. 2002

Diabetes Care

1,516

1,067

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OBJECTIVE -To evaluate the efficacy of self-management education on GHb in adults with type 2 diabetes. Medline (1980), Cinahl (1982, and the Educational Resources Information Center database (ERIC) (1980 -1999), and we manually searched review articles, journals with highest topic relevance, and reference lists of included articles. Studies were included if they were randomized controlled trials that were published in the English language, tested the effect of self-management education on adults with type 2 diabetes, and reported extractable data on the effect of treatment on GHb. A total of 31 studies of 463 initially identified articles met selection criteria. We computed net change in GHb, stratified by follow-up interval, tested for trial heterogeneity, and calculated pooled effects sizes using random effects models. We examined the effect of baseline GHb, follow-up interval, and intervention characteristics on GHb. RESEARCH DESIGN AND METHODS -We searched for English language trials inRESULTS -On average, the intervention decreased GHb by 0.76% (95% CI 0.34 -1.18) more than the control group at immediate follow-up; by 0.26% (0.21% increase -0.73% decrease) at 1-3 months of follow-up; and by 0.26% (0.05-0.48) at Ն4 months of follow-up. GHb decreased more with additional contact time between participant and educator; a decrease of 1% was noted for every additional 23.6 h (13.3-105.4) of contact.CONCLUSIONS -Self-management education improves GHb levels at immediate followup, and increased contact time increases the effect. The benefit declines 1-3 months after the intervention ceases, however, suggesting that learned behaviors change over time. Further research is needed to develop interventions effective in maintaining long-term glycemic control.

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“…Educating patients about their illness and how to best manage it has a long history that is possible to trace back to the era of Hippocrates (Bartlett, 1986). The contemporary development of patient education, though, is partly due to the general problem in the industrial world with an increasing number of chronically ill persons who require long-term contacts with the health care system (Deccache and Aujoulat, 2001).…”

Section: The School As Metaphormentioning

confidence: 99%

“…The major part of patient education (compared to health education, which is concerned with the asymptomatic individual or population (Skelton, 1998)) seems to concern the practical management of chronic illnesses like diabetes, hypertension and rheumatoid arthritis (RA) and to help patients to help themselves (cf. Bartlett, 1986;Lorig, Konkol and Gonzales, 1987). However, even if many different professionals are involved in patient education (see e.g.…”

Section: The School As Metaphormentioning

confidence: 99%

Patient School as a Way of Creating Meaning in a Contested Illness: The Case of CFS

Bülow

Hydén

2003

Health (London)

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Creating meaning in a situation of contested illness like Chronic Fatigue Syndrome (CFS) is an interactive process. As an example of how meaning is created, a CFS patient school organised by a hospital clinic in Sweden is discussed. This school can be seen as both a school and a medically oriented activity. The presence of different frameworks provides an opportunity to use different perspectives to understand CFS. It makes it possible for the participating men and women to regard the illness both from the outside as a social object; from the inside through personal experiences, and to put the diagnosis and suffering in a larger 'sickness' perspective. Consequently, a number of different interpretations are brought up and used to create meaning in a situation of illness. The patients/students are thus learning to discursively manage the illness at the same time as they examine different ways to interpret their experiences through this discursive activity.

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Historical glimpses of patient education in the United States

Cited by 59 publications

References 14 publications

Patient education in Europe: united differences

Patient education in Europe: united differences

Self-Management Education for Adults With Type 2 Diabetes

Patient School as a Way of Creating Meaning in a Contested Illness: The Case of CFS

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