Evaluating a Workshop Model for Improving Diabetes Patient Education Programs: Is It Really Successful?

Cook, Sandy; Cohen, Rita M.

doi:10.1177/014572178601200112

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…6. state at least one measurable verb in the cognitive domain that can be used in writing a behavioral objective, 7. state the ma.rrrnum number of word::.…”

Section: Objectives For the Art And Science Of Successful Teachingmentioning

confidence: 99%

The Art and Science of Successful Teaching

Istre¹

1989

Diabetes Educ

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Many health care professionals don't teach because they were never taught how to organize and present teaching material. To do this effectively requires knowledge of how to assess learner needs, develop a teaching plan, conduct a class, and evaluate both learner progress and program effectiveness. Equally as important are the interpersonal skills, attitudes, and techniques used by the teacher to capture student interest and facilitate learning. This paper describes both the art and science of teaching effectiveness to help the health care provider who was not born a good teacher to become one.

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“…6. state at least one measurable verb in the cognitive domain that can be used in writing a behavioral objective, 7. state the ma.rrrnum number of word::.…”

Section: Objectives For the Art And Science Of Successful Teachingmentioning

confidence: 99%

The Art and Science of Successful Teaching

Istre¹

1989

Diabetes Educ

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“…The first step was to set the criteria that we felt were essential. Six criteria were identified: ( 1 ) accuracy and precision, (2) user preference, (3) dualread capability (visual and meter), (4) cost, (5) availability, and (6) customer service.…”

Section: Meter For Hospital Usementioning

confidence: 99%

“…Unfortunately, research indicates that health professionals, irrespective of preservice background, are generally lacking preparation for the task of educating persons with diabetes. [3][4][5][6][7] In America, the lack of professional preparation specific to diabetes education was recognized.8 and it eventuated that, to become a Certified Diabetes Educator, a health professional was required to undertake an examination of both clinical background and behavioral concepts that demonstrate acceptable levels of communication and teaching skills mandatory to the professional qualification.9 9 Such a position of mandatory demonstration of knowledge and skills is the major long-term goal of the Australian Diabetes Educators Association (ADEA) (personal communication with ADEA). In the more immediate future, however, it has adopted the following objectives: Central to these developments has been the release by the ADEA of a draft document.…”

Section: Meter For Hospital Usementioning

confidence: 99%

Letters and Commentary

1989

Diabetes Educ

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Development and Evaluation of Diabetes Continuing Education Courses for Health Professionals: A Synthesis of Eight Years of Experience

et al. 1988

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Fifteen continuing education courses in diabetes care attended by 943 health professionals were evaluated and synthesized using meta-analytic techniques. Objective and subjective evaluation results were used to monitor and improve the quality of the programs. Participants' knowledge of diabetes care issues improved an average of 36 percentile points (P<.001), providing objective evidence of the positive impact of the courses. Favorable ratings by participants of the usefulness of the course content in meeting their own learning needs provided subjective evidence of the value of the courses. A follow-up survey of participants six months later indicated that more than 80 % were successful in changing the educational and psychosocial aspects of their health care practices as a result of course attendance. Many reported increased understanding of the psychosocial aspects of diabetes and compliance problems, greater confidence in their dietary recommendations and patient education skills, and increased personal satisfaction from their diabetes patient care.In its 1975 report to Congress, the National Commission on Diabetes concluded that despite effective therapeutic regimens, most persons with diabetes in this country were not receiving optimal care, in part because the findings of research were not being translated rapidly or effectively into care practice. Health care professionals responsible for the care and education of patients with diabetes have been found to be inadequately informed about diabetes. '+ Hospitalized patients have also demonstrated a lack of confidence in staff knowledge about diabetes care practices.' Health professionals indicated in several studies that they perceived their educational skills to be less than adequate and expressed a need for more training in methods of teaching patient.&dquo;'In response to these deficiencies, the Michigan Diabetes Research and Training Center (MDRTC) in 1979 initiated a series of postgraduate education courses on diabetes targeted at community-based health professionals. The objectives of these courses were to train nurses, dietitians, physicians, and other health professionals in the treatment and management of diabetes, to review teaching and learning strategies to assist in the education of patients, and to transfer new research findings into improved health care delivery. It was reasoned that the effect of training each of these health professionals would be multiplied by the numbers of other health professionals and patients they would in turn instruct. Over the years the content and format of these courses have evolved in response to the needs and suggestions of the participants, Downloaded from 137 to new knowledge, and to new or improved techniques of care. Thus far, 15 diabetes continuing education programs have been conducted and evaluated over the last eight years. Although session topics have varied and conference length has ranged between one and three days, program evaluation methods have been consistent enough to use a meta-analytic approach i...

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Evaluating a Workshop Model for Improving Diabetes Patient Education Programs: Is It Really Successful?

Cited by 5 publications

References 4 publications

The Art and Science of Successful Teaching

The Art and Science of Successful Teaching

Letters and Commentary

Development and Evaluation of Diabetes Continuing Education Courses for Health Professionals: A Synthesis of Eight Years of Experience

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