The Impact of Education, COVID-19 and Risk Factors on the Quality of Life in Patients with Type 2 Diabetes

Abstract

Background: The aim of this study was to examine the impact of education, coronavirus disease 2019 (COVID-19), and risk factors on the quality of life in patients with type 2 diabetes. Methods: A prospective study was conducted in three phases: before education, after education, and in the period of pandemic coronavirus disease 2019 (COVID-19). The subjects were diabetics on oral therapy. To determine the quality of life index, a standardized Ferrans and Powers survey questionnaire was used. Results: A total of 205 participants took part in the study, of which 111 (54.1%) were men and 94 (46%) women. Participants were enrolled in the study between January 2019 and September 2020. Glycated hemoglobin values were significantly higher before education compared to post-education and at the time of COVID-19 (Friedman test, p = 0.002), and body mass index was significantly lower after education compared to values before education (Friedman test, p = 0.008). The quality of life was significantly lower in all domains in the COVID-19 period (Friedman test, p < 0.001). Conclusions: A significant predictor of worse assessment of overall quality of life was male gender and rural place of residence. Disease duration of up to 5 years was a significant predictor of worse assessment in the psychological/spiritual domain, while being married was a predictor of better assessment of the quality of life in the family domain. The education of diabetics brought an increase in the health and quality of life while the coronavirus disease pandemic had negative consequences on the same parameters. We consider it necessary to systematically educate diabetics about the comorbidity of COVID-19.

The Comprehensive Machine Learning Analytics for Heart Failure

“…In previous research [ 29 , 30 ], the authors used five methods to predict heart failure, including logistic regression, decision tree, random forest, simple Bayesian classifier, and support vector machine (SVM). The source of the data is from the Cleveland database.…”

Quality of life and other patient-reported outcomes in adult Lebanese patients with type 2 diabetes during COVID-19 pandemic

“…The relation between gender and QoL is conflicting. Two previous studies performed in Egypt [ 11 ] and Iran [ 12 ], found that women had poorer physical QoL compared to men while in a third study [ 9 ] male gender was a significant predictor of worse QoL. Likewise, it has been shown that younger Australian T2DM patients reported lower QoL compared to older ones [ 25 ].…”

“…We found that the ADDQoL AWI score was -2.2 (possible range −9 to + 3) showing a negative impact of diabetes on QoL in the current sample of T2DM patients. Likewise, several studies have shown, using different QoL and health status scales, that COVID-19 has had a negative impact on QoL in Australian [ 25 ], Croatian [ 9 ], and Danish [ 15 ] T2DM patients. In the Australian study, QoL was mainly affected for leisure activities, feelings about the future, and emotional well-being [ 25 ].…”

“…It is well known that T2DM causes a serious deterioration in general Quality of Life (QoL) by affecting mental, physical, and social health QoL components [ 6 – 8 ]. Several studies have shown that COVID-19 pandemic has an additional negative impact on the QoL and treatment satisfaction of people with T2DM [ 9 – 13 ]. Moreover, depression, anxiety, and panic attacks are more commonly seen in people with T2DM during COVID-19 [ 10 , 13 – 15 ].…”

Impact of Covid-19 Pandemic on quality of education

“…It is therefore important to assess the usability of online learning methods, and to determine their feasibility and adequacy for medical students [5] . Radu MC et al (2020)., reported that some negative aspects were reported for Covid-19 impact such as; lack of an adequate infrastructure for some students, less effective teacher-student communication and interaction, impossibility of performing practical applications, lack of socialization, lack of learning motivation, less objective examination (e.g., possibility of cheating), possibility of physical and mental health degradation (e.g., too much time spent in front of screens, installation of a sedentary lifestyle) [7,8] . Consequently, for the new academic year, effective, and efficient measures must be implemented by the management of the university to remove, as much as possible, these negative issues and to improve the performance of online educational process [7,9,10] .…”