Patient Education As an Independent Treatment Factor of Type 2 Diabetes Management
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Abstract
The objective: assess the influence of group method of training for patients with type 2 diabetes on a 3-month dynamics of glycosylated hemoglobin and lipidogram levels.
Materials and methods. The research was conducted at the outpatient clinics in the rural and urban areas of the Kyiv agglomeration. Sample was formed in accordance with inclusion criteria (verified diagnosis of type 2 diabetes without insulin need, with duration of the disease for more than 2 years, without signs of acute or exacerbation of chronic complications of diabetes or other comorbidities, with an access to the Internet and clear psychiatric history) with a blind distribution into the groups: class (based on the outpatient clinic), remote (using Skype- technology, synchronous interactive form) and control (without additional training). The control check-up (questionnaire, patient review, laboratory material sampling) was done at 3 months after the involvement in the study.
Results. The qualitative characteristics of the sample groups were similar. The difference in the level of glycosylated hemoglobin (before and after training) in the groups of classroom and remote education was -1,04±0,06 (p=0.001) and -0,62±0,04 (p=0,001). In the control group it was within the value of statistical error at the level +0,05±0,03 (p=0,201). The decrease of the BMI before and after training in the groups of classroom and remote education was -2,05±0,24 (p=0.001) and -1,83±0,26 (p=0,001), respectively, and was statistically significant. In the control group, the BMI increased significantly, with a difference of +0,63±0,16 (p=0,002). The dynamics of lipid fractions and BMI correlates in the groups of comparison, and reflects the overall trend of the effectiveness of group education (with the advantage of the class model).
Conclusions. Group education showed statistically significant positive changes of carbohydrate and lipid metabolism. At the same time, effect size in the group of classroom education was higher than in the remote group. Such a difference may be due to the difference in compliance of patients to different forms of education, attendance rates and factors influencing it. Further research is needed.##plugins.themes.bootstrap3.article.details##
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