Experiences by patients with asthma-like symptoms of a problem-based learning health education programme

Abstract

Patients with asthma-like symptoms benefit from taking part in a problem-based learning health education programme. It helps them to reflect upon themselves and the disorder and to use new strategies to cope with it.

Problem based learning in chronic disease management: A review of the research

“…Any disagreement regarding relevance of the abstracts was resolved through discussion. [17] Quasi-experimental-posttest at 2 and 8 months PBL n = 40, traditional n = 40 Self-report PBL diabetes video situation No significant changes in knowledge, significant differences in ability to provide rationale for use of guidelines Pichert et al [18] Exploratory-posttest PBL n = 16 Self-report PBL diabetes video situation More likely to adjust diabetic regime vs. all/none adherence to regime Pichert et al [19] Experimental-posttest PBL = 32, traditional n = 32 Knowledge questionnaire, meal plan recall Personal meal choices PBL diabetes video situations (one fictitious, one real) No significant differences between groups Pichert et al [16] Experimental-pretest/posttest PBL n = 32, traditional n = 32 Multiple choice/short answer questionnaire on exercise and diabetes Diabetes problem solving groups Significant differences in factual knowledge and ability to apply it to new situations Ringsberg et al [26] Exploratory-posttest PBL n = 15 Semi-structured interviews PBL asthma health education ''Group as a forum'' ''Reflection on self and coping with asthma like symptoms'' Ringsberg and Timpka [27] Experimental-pretest/posttest PBL n = 18 Traditional n = 20 NSQ SF-36 PBL asthma health education Significant differences in frequency of asthma symptoms Sarkadi and Rosenqvist [21] Experimental-posttest PBL n = 33, traditional n = 31 HbA1c PBL diabetes health education Significant differences in HbA1c (t 6 = 0.05 and t 24 = 0.002), increased satisfaction with diabetes related knowledge Schlundt et al [20] Quasi-experimental-pretest/ posttest PBL n = 10, traditional n = The 13 papers were independently reviewed by both authors using the following series of questions developed by the researchers: Is the research specifically about PBL and patient education? Do the researchers specifically seek information about measurable outcomes related to chronic disease management?…”

“…Six studies involved children, adolescents or adults with diabetes [16][17][18][19][20][21]. Four studies were reports on the effectiveness of PBL with adults diagnosed with coronary artery disease [22][23][24][25], two individual studies involved adults with asthma [26,27] and one involved individuals with arthritis [28]. Although one study involved outpatient follow-up of inpatients, the majority of studies were carried out in outpatient departments.…”

“…Although PBL has been utilized in health science education for more than three decades, there are only a small number of researchers [16,21,22,28,26] examining the use of PBL in patient education related to chronic disease management. Individual studies using PBL as an educational intervention with chronic disease management reflect significant changes among individuals experiencing diabetes [16][17][18][19], asthma [26,27], arthritis [28], and coronary artery disease [22][23][24][25]. These findings are consistent with those of Warsi [4] who found that interventions involving face to face contact were associated with better outcomes in self-management of chronic disease and the studies do satisfy some of the general faults associated with previous research in the area of patient education for chronic disease that were identified by Cooper et al [5].…”

“…Ringsberg and Timpka [26] and Ringsberg et al [27] reported on the findings of a study with individuals experiencing asthmalike symptoms with negative asthma tests. Thirty-eight individuals from outpatient clinics were randomly assigned to either intervention (n = 18) or control groups (n = 20).…”

Exploring Health Information Use by Older Australians within Everyday Life

“…Phenomenography has been used to explore a range of phenomena in the spheres of health and information literacy. In the area of health phenomenography has been used to explore how people experience health education (Abrahamsson, Springett, Karlsson & Ottosson, 2005;Ringsberg, Lepp & Finnström, 2002), how people conceive health (Fagerlind, Ring, Brülde, Feltelius & Lindblad, 2010;Hsu, 2007) and the experience of care giving for health (Wang, Barnard & McCosker, 2004). Phenomenography has similarly been used in information literacy research for a range of investigations including students' experiences of web--based information searching (Edwards, 2006), the relationship between approaches to information seeking and learning outcomes (Limberg, 1999), senior managers' experiences of information use (Kirk, 2002), the experience of information literacy among higher educators (Bruce, 1997), and the relationship between information literacy and learning (Lupton 2008).…”