Current Practice Patterns and Identified Educational Needs of Health Care Providers in Managing Patients With Type 2 Diabetes

Williamson, James C.; Glauser, Terry Ann; Nevins, Pascale; Schneider, Doron; Kruger, Davida F.; Urquhart, Bonnie; Whitfield, Suzanne F.; Dubois, Anne Marie

doi:10.2337/diaclin.31.1.3

Cited by 5 publications

(7 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…41 Such education is customized to each learner’s actions within each case, resulting in unique learning trajectories, and such highly personalized and interactive education (e.g., learning by doing) is more powerful and efficient than didactic education based on current adult learning theories. 42–44 …”

Section: Discussionmentioning

confidence: 99%

Educating Resident Physicians Using Virtual Case-Based Simulation Improves Diabetes Management

et al. 2014

View full text Add to dashboard Cite

Purpose To test a virtual case-based Simulated Diabetes Education (SimDE) intervention developed to teach primary care residents how to manage diabetes. Method Nineteen primary care residency programs, with 341 volunteer residents in all post-graduate years (PGY), were randomly assigned to a SimDE intervention group or control group (CG). The web-based interactive educational intervention used computerized virtual patients who responded to provider actions through programmed simulation models. Eighteen distinct learning cases (L-cases) were assigned to SimDE residents over 6 months from 2010–2011. Impact was assessed using performance on 4 virtual assessment cases (A-cases), an objective knowledge test, and pre-post changes in self-assessed diabetes knowledge and confidence. Group comparisons were analyzed using generalized linear mixed models, controlling for clustering of residents within residency programs and differences in baseline knowledge. Results The percentage of residents appropriately achieving A-case composite clinical goals for glucose, blood pressure, and lipids was: A-Case 1, SimDE = 21.2%, CG = 1.8%, P = .002; A-Case 2, SimDE = 15.7%, CG = 4.7%, P = .02; A-Case 3, SimDE = 48.0%, CG = 10.4%, P < .001; A-Case 4, SimDE = 42.1%, CG = 18.7%, P = .004. The mean knowledge score and pre-post changes in self-assessed knowledge and confidence were significantly better for SimDE group than CG participants. Conclusions A virtual case-based simulated diabetes education intervention improved diabetes management skills, knowledge, and confidence for primary care residents.

show abstract

Section: Discussionmentioning

confidence: 99%

Educating Resident Physicians Using Virtual Case-Based Simulation Improves Diabetes Management

et al. 2014

View full text Add to dashboard Cite

show abstract

“…20 −23 In 2011, CE Outcomes, LLC, published the results of a study that evaluated the evidencebased practice patterns, perceptions, and barriers faced by different types of health care professionals (HCPs) involved in the management of US patients with T2DM to discern gaps and provide insight into potential topics for education. 24 In 2013, the practice patterns, perceptions, and barriers were re-evaluated in HCPs in the same disciplines. This article presents the 2013 findings and compares them with the 2011 results to assess trends in the management of patients with T2DM relative to best evidence-based practices.…”

Section: Introductionmentioning

confidence: 99%

Health Care Provider Management of Patients With Type 2 Diabetes Mellitus: Analysis of Trends in Attitudes and Practices

Williamson

Glauser

Burton

et al. 2014

Postgraduate Medicine

Self Cite

View full text Add to dashboard Cite

Notable shifts from 2011 included NPs' increased familiarity with American Diabetes Association (ADA) guidelines; FPs, IMs, NPs, and PAs continued comfort with prescribing long-acting basal insulin but less with basal-bolus, Neutral Protamine Hagedorn insulin alone, or human premixed insulin; increased pharmacists' comfort in discussing long-acting basal insulin; increased likelihood that FPs will refer patients with recurrent hypoglycemia unable to achieve target glycated hemoglobin level to an ENDO; and continued incorporation of insulin and incretins into treatment regimens. The trends suggest gaps in perception, knowledge, and management practices to be addressed by education. Most HCPs lack confidence in using insulin regimens more complex than long-acting insulin alone. All providers need education on T2DM management guidelines, differences between GLP-1 agonists and DPP-4 inhibitors, and how to intensify therapy for patients not reaching goal blood glycemic level with use of multiple agents. Pharmacists might benefit from education on glycemic treatment goals.

show abstract

“…Five addressed appropriate prescribing behaviour (APB), pertaining to GPs' ability to choose appropriate medications. Two studies by the same author found that GPs do not fully understand differences between glucagon-like peptide (GLP-1) receptor agonists and dipeptidyl-peptidase IV (DPP-4) inhibitors, including mechanisms of action and clinical indications (28,29). One study found that half of GPs could not correctly identify contraindications for metformin (30).…”

Section: Medicationmentioning

confidence: 99%

Information needs for general practitioners on type 2 diabetes in Western countries. A systematic review

Helms Andersen,

Marcussen,

Norgaard

2024

Br J Gen Pract

View full text Add to dashboard Cite

Background: Most people with type 2 diabetes receive treatment in primary care by general practitioners who are not specialised in diabetes. Thus, it is important to uncover the most essential information needs regarding type 2 diabetes in general practice. Aim: To identify information needs related to type 2 diabetes for general practitioners. Design and Setting: A systematic review focused on literature relating to Western countries. Method: We searched the databases MEDLINE, Embase, PsycInfo and CINAHL from inception to January 2024. Two researchers conducted the selection process, and citation searches were performed to identify any relevant articles missed by the database search. Quality appraisal was conducted with the Mixed Methods Appraisal Tool. Meaning units were coded individually, grouped into categories, and then studies were summarized within the context of these categories using narrative synthesis. An evidence map was created to highlight research gaps. Results: Thirty-nine included studies revealed eight main categories and 37 subcategories of information needs. Categories were organised into a comprehensive hierarchical model of information needs, suggesting that ‘Knowledge of guidelines’ and ‘Reasons for referral’ encompass more specific information needs. The evidence map shows geographical distribution of categories and knowledge gaps in qualitative research on management and risk factors. Conclusion: This systematic review provides GPs, policy makers, and researchers with a hierarchical model of information and educational needs for GPs, and an evidence map showing gaps in the current literature. Information needs about clinical guidelines and reasons for referral to specialised care overlapped with needs for more specific information.

show abstract

Current Practice Patterns and Identified Educational Needs of Health Care Providers in Managing Patients With Type 2 Diabetes

Cited by 5 publications

References 10 publications

Educating Resident Physicians Using Virtual Case-Based Simulation Improves Diabetes Management

Educating Resident Physicians Using Virtual Case-Based Simulation Improves Diabetes Management

Health Care Provider Management of Patients With Type 2 Diabetes Mellitus: Analysis of Trends in Attitudes and Practices

Information needs for general practitioners on type 2 diabetes in Western countries. A systematic review

Contact Info

Product

Resources

About