Patient evaluation results of group education using conversation maps™ in the IDEA (Interactive Dialogue to Educate and Activate) study [poster] Conference Poster uri icon
  • Background and Aims: We report the patient evaluation of a group-based diabetes educational experience for patients using Conversation Maps™, conducted as part of the Journey for Control of Diabetes IDEA Study.
    Methods: 623 consented subjects with pre-existing type 2 diabetes and A1c>=7% were randomized to group or individual education or to usual care (no education). Subjects receiving education were asked to complete a standardized evaluation regarding the subject content and the educator after each session. Evaluation forms contained no personally identifiable information, and included a sealable return envelope pre-addressed to the study coordinator. Overall, evaluation scores were the sum of responses for content and educator scaled from 9-100. Means and standard deviations (SD) were computed for overall scores. Patient experience/satisfaction in individual and group treatment arms was compared by paired t-tests. Relationships of demographic, psychosocial and behavioral measures collected at baseline were estimated by Spearman correlations with overall evaluation scores stratified by treatment arm.
    Results: Of 489 patients attending educational sessions (mean A1c of 8.2% and age 62), 87% of group IDEA and 93% of individual participants returned evaluations. The mean (SD) overall content evaluation scores in group and individual treatment arms were 85.7(9.7) and 91.2(7.9), respectively (p<0.0001). The mean (SD) overall educator evaluation scores in group IDEA and individual treatment arms were 90.3(8.7) and 94.6(7.3), respectively (p<0.0001). No correlations were found between evaluation scores and completion of the intervention or with baseline depression, self-care profiles, or quality of life. Extraverted personality correlated positively with patient satisfaction in the group arm and negatively in the individual arm. Empowerment was positively correlated with content and educator ratings in the individual treatment arm and with content in the group arm.
    Conclusions: Overall, the group method was perceived quite positively by patients, although ratings were slightly higher for all questions and mean sum scores in the individual treatment arm. Additional research is needed to determine how empowerment and personality type may influence satisfaction, compliance, and outcomes with different methods of education. Forthcoming clinical, emotional, and behavioral outcomes of IDEA will be very interesting and important.

  • publication date
  • 2010
  • Research
  • Diabetes
  • Evaluation
  • Health Education
  • Patient Satisfaction
  • Randomized Controlled Trials