Background Studies have shown that the teaching methods used in disease-specific education for people with chronic diseases arepoorly described in general and not detailed enough to be reproduced in other learning situations (1).
Objectives To gain an overview of the didactic elements in multidisciplinary disease-specific education for people with rheumatoid arthritis (RA).
Methods A systematic literature review was based on research articles published between 2000 and 2010 concerning disease-specific multidisciplinary education for people with RA. Inclusion criteria: Study population >18 years diagnosed with RA.European studies. Studies were excluded if only a part of the study population had RA or if the studies focused on monodisciplinary or general education. Search terms: “rheumatoid arthritis”, patient’, “education”, “learning”, “patient school”, “multidisciplinary”. Databases: Embase, PubMed, Cinahl, PsycINFO complemented with a hand-search. The included studies were analysed and thematised in relation to the didactic relation model described by Hiim and Hippe (2).
Results In total 16 studies were included. Ten original articles and three reviews examined different types of outcome. The didactic elements were only described in headlines and with different emphasis. Three articles only described different parts of ducation for people with RA. Three articles described coherent didactic considerations with emphasis on involvement and activation of the participants; planned interaction between participants and educators and/or the relationship between theory and practice. The identified themes in the didactic relation model were: Learning conditions: disease duration, disease activity, motivation, work performance, gender, age, knowledge and experience in living with RA. Contextualfactorsweredescribed as the teachers, theorganisationand the physical surroundings. Goals for teaching: increased knowledge and translating knowledge into practice, improved quality of life, physical and mental function or reduced disease activity, increased training efforts and protection of joints, coping and self management and improved collaboration with the healthcare team. The contents ofteaching:treatment and medication, physical training, psychological and social problems, prevention, pain, diet, communication and collaboration with health professionals. The learning process: information, counselling, therapeutic education, training and exchange of experiences. Evaluation: questionnairesor focus group interviews or in combination. Issues were knowledge, disease activity, physical function, mental aspects of life, self-efficacy, coping and economy. All six items were not consistently described in any of the articles.
Conclusions There is a need for detailed descriptions of the didactic element in studies concerning multidisciplinary disease-specificeducation for people with RA.
Patientuddannelse – en medicinsk teknologivurdering (Patient education – a MTV). Sundhedsstyrelsen (National Board of Health), Denmark. 2009.
Hiim H. and Hippe E. Læring gennem oplevelse, forståelse og handling. (Learning through experience, understanding and action) 1st edition, 2nd version, Gyldendal, 2007
Disclosure of Interest None Declared
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