Efficacy of diabetes education: classroom versus individualized instruction

A pilot study was conducted using the concerns based adoption model (CBAM) developed at the University of Texas-Austin. This model uses two diagnostic dimensions: stages of concern (SC) and levels of use (LU). Movement in these dimensions is an important determinant of self-motivated disease management. It is postulated that this self-motivation is the basis of long-term adherence to the patient's therapeutic regimen and results in the decreased use of medical services. Twenty patients who attended a series of formal diabetes education classes were compared with 20 patients who received individualized instruction. Classroom education was significantly more effective in increasing the SC about diabetes management. However, the increase in LU (technical skills) was not significantly different in either setting. At 2- to 3-month follow-up evaluation, results indicated that retention of skills and motivation are excellent and that SC and LU continued to improve. In summary, this study demonstrated that classroom education is technically equivalent, more cost-effective, and may be more conducive to learning than individualized instruction.