Over the last ten years, research developed in science education, especially at the University of Geneva, has demonstrated that education must be centered on interactions between the learner's conceptions and a systemic educational environment. Transposed to a medical knowledge, this new model, originally conceived by the authors and called the 'allosteric learning model', offers new ways of considering patient education. After criticizing the 'grand theories' of learning, mainly the latest ones called constructivist models, the authors suggest a new set of micromodels designed to explain thoroughly the functioning of the patient's thought process (questions, frame of references, semantic network,...) and his understanding of medical information on his own disease. For health care providers, these models also offer a series of new pedagogical approaches both efficient and original to regulate the act of education based on confrontation, mobilisation, integration, etc.

Attitude to Health↗

PubMed1999

Objectives, methods and content of patient education programmes for adults with asthma: systematic review of studies published between 1979 and 1998.

BACKGROUND: Education programmes for adults with asthma vary widely. Such variability suggests a lack of consensus on what works and what does not. The objectives of this paper are to describe asthma education programmes and assess their variability. METHODS: A systematic review of reports published between 1979 and 1998 was conducted. Medline, the CINAHL database, the PsycINFO database, the Cochrane collaboration database, the Dissertation Index database, and cross referencing were used to identify educational interventions; 77 projects including 94 interventions that involved 7953 patients were analysed. A standard form was used to record characteristics of studies (design, setting, size, year, and country of publication), projects (theoretical framework, objectives), and education (methods, duration, intensity, educator, and content). RESULTS: Most reports did not specify the general (56%) and educational objectives (60%) of the intervention. Important training characteristics were often not available: duration of education (45%) and number of sessions (22%), who delivered education (15%), whether training was conducted in groups or was individualised (28%). When this information was available there were wide variations in training methods and content: training duration ranged from 0 (self-education) to 58 hours and the number of sessions from 0 to 36; training tools such as peak flow meters, diary cards or books were used in various proportions of interventions (19%, 27%, and 23%, respectively). The content of education also differed widely between programmes. CONCLUSIONS: Insufficient documentation of asthma education programmes for adults precludes their replication. This, together with excessive variability, reduces the possibility of identifying their most effective components. A more systematic description of asthma training programmes should be promoted.

Adult↗

PubMed1998

Patient education and diabetes research: a failure! Going beyond the empirical approaches.

A literature review of 37 papers cited by MEDLINE between 1986 and April 1996 under the terms "diabetes", "patient education" and "randomized" was carried out. The articles were analysed on the basis of a check list (Educational Procedure Check List), which contains 27 items grouped into 8 areas: study objectives, educational objectives, population, educational strategy, content, evaluation, outcome, final results. The results of our study show that authors do not describe the educational interventions that they have used; thus, we suggest that editors request randomized trial studies containing information on identification of patients' needs, elaboration of learning objectives, and planning and running of the program and the evaluation system used.

Diabetes Mellitus↗

PubMed1998

Qualitative evaluation of courses intended for patients suffering from chronic diseases. New observation method for the continuous training of the healthcare team.

Experience has shown that when teaching patients, healthcare providers concentrate more on information concerning the illness rather than on the handling of treatment. Therapeutic education of patients imposes a precise structure on the pedagogic method and teaching aids. It is essential that, during their clinical practice, care-providers develop teaching methods which encourage a maximum of interaction to help patients learn to manage their own treatment. In this perspective, the authors propose 'analytical observation' as a method of training evaluation for healthcare providers. Three observation charts, as well as an analytical method for evaluation, have been devised. They have been tried and validated during a study whose principal objective was to measure quantitatively the impact of supervision of care-providers in the domain of therapeutic education of patients. The authors conclude that this method has a definite impact on the pedagogic progress of the care-providers. It makes it possible to record and to give a structure to the pedagogic follow-up (inspection, examination, testing) of care-providers. Since patient education plays a key role in therapeutic success, this type of methodology for training and evaluation conforms to the rigorousness essential to any therapeutic undertaking.

Chronic Disease↗

PubMed1997

The added value of therapy in diabetes: the education of patients for self-management of their disease.

The long-term success of diabetes therapy is strongly dependent on education of the patient. Considerable emphasis and effort has been directed at this dimension of treatment by healthcare providers (HCPs) in the field of diabetology. Education of patients is not aimed at making them more knowledgable about their disease, but to help them better manage their treatment and adapt the diabetes control to the constant changes in daily life. Patient education is a complex process, and many factors may interfere with the patient's understanding. There is growing awareness among HCPs that more knowledge and skill have to be acquired in the field of therapeutic education of patients.

Diabetes Mellitus, Type 1↗

PubMed1995

Patients' experiences with their disease: learning from the differences and sharing the common problems.

Experiences and views of patients are presented concerning psychological, professional, family life, cognitive and financial aspects of the costs of several chronic diseases: arterial hypertension, autonomous dialysis, back pain, bronchial asthma, chronic obstructive pulmonary disease, colostomy, diabetes mellitus, epilepsy, laryngectomy, Parkinson's disease. The posters expressed what patients would really like to tell their doctors.

Attitude of Health Personnel↗

PubMed1995

The patients' voice: testimonies from patients suffering from chronic disease.

A medical congress brings together those doctors who are interested in the proposed theme of that particular congress. Within the congress 'Patient Education 2000' an unusual aspect was the presentation, in the form of posters, of the requirements of patients suffering from one of the diseases or conditions covered by the congress. On the one hand, these posters showed the impact of the illness; on the psychological aspect, within the family, within the professional and social lives as well as the financial aspect. On the other hand, the posters showed what the patients really wanted to say to the health care team. In this paper we present a synthesis illustrating certain significant examples.

Chronic Disease↗