Apply the research for efficient and effective patient education

My book, No Time to Teach summarizes the research in patient education, and presents it so readers can quickly apply it to teach more effectively and efficiently. I continually monitor the research, looking for new methods that may arise.

Instead, I seem to find over and over again reaffirmation of the techniques we already have. For example, there is a recent study of patients’ perspectives on cardiac rehabilitation, lifestyle change, and taking medicines. In-depth qualitative interviews were conducted and audiotaped with 15 patients about three months after hospital discharge, after they had completed a hospital-based cardiac rehabilitation program. Nine months later the researchers interviewed ten of the patients again. Researchers found patients viewed the program as being primarily about exercise, and they commonly had unmet information needs, especially about medicines. Patients tended to only maintain changes to aspects of lifestyle perceived as causes of coronary heart disease, rather than viewing lifestyle recommendations as standards to achieve.

The authors believe cardiac rehabilitation should also meet patients’ information needs about medicines and lifestyle. They concluded it is important to individualize information and actively seek and respond to patients’ needs during and after cardiac rehabilitation. Once again, the most efficient and effective way to teach is to actively involve the learner in the process (usually through conversation) and individualize teaching to the needs of the learner. The evidence is clear and consistent, yet we still give our lectures and standard handouts and expect behavior changes and improved outcomes. We could save a lot of time, and be more effective, if we just listen to our patients, and teach what they need and want to know. It also helps to follow-up, to reinforce and add to the teaching, as necessary.

Source: White, S., Bissell, P., & Anderson, C. (2010). Patients’ perspectives on cardiac rehabilitation, lifestyle change and taking medicines: implications for service development. J Health Serv Res Policy, 15 Suppl 2, 47-53.