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The outcomes of using self-study modules in energy conservation education for people with multiple sclerosis
Alisa L Lamb1, Marcia Finlayson, Virgil Mathiowetz
1Department of Occupational Therapy, University of Illinois at Chicago, USA. Alisa.Lamb@carle.com
Objective:
To determine whether there were any differences in the outcomes of individuals with multiple sclerosis who attended all six sessions of an energy conservation education programme compared with people who missed a session and received a self-study module.
Design:
Secondary analysis of data from two naturally occurring groups emerging from a randomized control trial--compliers who received the intervention as intended (group 1) and noncompliers who received a modified intervention with self-study modules (group 2).
Setting:
Community settings in Chicago, Illinois and Minneapolis, Minnesota, USA.
Participants:
Ninety-two community-dwelling people with multiple sclerosis who were participating in an energy conservation education programme.
Intervention:
Energy conservation education groups based on the 'Managing Fatigue' programme, which were facilitated by an occupational therapist. Self-study modules were sent to participants who missed a session.
Outcome Measures:
Fatigue Impact Scale (FIS), Self-Efficacy for Performing Energy Conservation Strategies Assessment, Energy Conservation Strategies Survey (ECSS), six subscales from the Medical Outcomes Study Short-Form Health Survey (SF-36).
Results:
When comparing individuals who attended all six sessions with individuals who missed one or more sessions and received a self-study module, no significant differences were found after adjusting for multiple comparisons.
Conclusions:
Participants who used the self-study modules because they missed sessions of the Managing Fatigue programme experienced benefits from the course similar to those experienced by participants who fully complied with the intervention as intended. A new prospective study to validate the findings of this secondary analysis is required.
