Unlocking patient activation in chronic disease care

Abstract

Chronic diseases bear increasingly important costs on healthcare budgets. This article reviews examples from the field of e-health, looking at how gamification can help foster behavioural change, which can in turn improve patients' health. Ultimately, it can alleviate the cost incurred by treating the disease. Drawing from emerging best practices, the authors discuss how coupling gamification with e-health represents a significant advance in the management of chronic disease.

Principles and theory guiding development and delivery of patient education in disorders of thrombosis and hemostasis: Reviewing the current literature

“…Nine articles discussed conditions other than disorders of thrombosis and hemostasis while 5 articles identified approaches to generalized patient education . Eight articles discussed the education of health‐care providers with respect to the provision of patient education …”

“…3,16,30,35,[46][47][48] Our search identified one Cochrane review, which was included. 31 Twenty-eight articles discussed specific teaching strategies, interventions and/or content 2,3,9,13,14,16,18,[25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][49][50][51][52] without clear identification of any guiding educational or developmental theory. The evaluation of the chosen teaching strategy with respect to patient outcomes was discussed in 10 of these articles.…”

“…Only one study noted a lack of improvement in patient outcomes after an educational intervention. 30 Nine articles discussed conditions other than disorders of thrombosis and hemostasis 13,14,19,[33][34][35][36][37][38] while 5 articles identified approaches to generalized patient education. 18,39,47,48,50 Eight articles discussed the education of health-care providers with respect to the provision of patient education.…”

“…Particularly evident in literature describing pediatrics, developmental theories such as Piaget's provide the basis for general educational interventions and teaching strategy and their use–in conjunction with teaching strategy–is well described. In comparison, current health care literature focusses on the use of teaching strategy and description of content without specifically identifying associated theory …”

“…In comparison, current health care literature focusses on the use of teaching strategy and description of content without specifically identifying associated theory. 2,3,9,13,14,16,18,[25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41]…”