Active involvement teaches patients better
New research continues to reaffirm the basic findings of evidence-based patient education. A recent study from Sweden found that a structured patient group education is superior to written information to enhance knowledge of irritable bowel syndrome (IBS), and improve gastrointestinal (GI) symptoms and GI-specific anxiety in IBS patients.
Source: Ringstrom, G., Storsrud, S., Posserud, I., Lundqvist, S., Westman, B., & Simren, M. (2009). Structured patient education is superior to written information in the management of patients with irritable bowel syndrome: a randomized controlled study. Eur J Gastroenterol Hepatol.
This is not a surprise. The evidence shows, again and again, that actively involving the patient in the process of education is more effective than passive education (in this case, providing the standard guidebook). Many health care providers think they save teaching time by handing out a booklet or showing a video. Yes, there are many learning styles, but the information is most likely to be understood and applied if it is followed up with conversation.
In this case, the IBS school consisted of groups of five to seven patients meeting once a week. This gives the learners time to absorb new information, formulate and ask questions, and learn from peers. It is this interactive learning process that leads to better self-care. And that, after all, is our goal – to improve health care outcomes.
2 Responses to “Active involvement teaches patients better”
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Totally agree with this. Education must be an interactive process. It can include tools like video, audio and handouts but health care providers must question, clarify and reinforce by interacting with patients to confirm understanding to ensure that the tools used supported the overall message with the patient. Time can be saved by using the tools properly but there is no short cut to proper personal engagement to make sure the patient truly understands.
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