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The science of intervention development for type 1 diabetes in childhood: systematic review
Eileen Savage1, Dawn Farrell, Vicki McManus
1Catherine McAuley School of Nursing, Brookfield Health Science Complex, University College Cork, Cork, Ireland. e.savage@ucc.ie
Insights
Developing interventions scientifically improves health outcomes for children with type 1 diabetes. This review highlights the need for rigorous intervention development in pediatric type 1 diabetes research.
Area of Science:
- Pediatric endocrinology
- Intervention science
- Health services research
Background:
- Limited evidence exists for effective type 1 diabetes interventions in clinical practice.
- Previous research prioritized randomized controlled trials over intervention development science.
- Scientific development of interventions for type 1 diabetes in children has been under-examined.
Purpose of the Study:
- To review the science of intervention development for type 1 diabetes in childhood.
- To assess implications for improving health outcomes in pediatric populations and their families.
Main Methods:
- Systematic review of randomized controlled trials published between 2004-2008.
- Searches conducted in Medline, CINAHL, Cochrane Library, Psychinfo, and ERIC.
- Inclusion criteria: interventions for type 1 diabetes, pediatric samples, randomized controlled trials, English language.
Main Results:
- Fourteen randomized controlled trials were reviewed, focusing on education (7), psychosocial (5), and family therapy (2) interventions.
- Family therapy and psychosocial interventions showed greater scientific rigor in development compared to education-based interventions.
- Psychosocial and family therapy interventions demonstrated promising effects on multiple health outcomes.
Conclusions:
- Interventions developed using clear scientific criteria hold potential for enhancing health outcomes in children and adolescents with type 1 diabetes.
- Future reviews should incorporate criteria for evaluating the scientific development of interventions for type 1 diabetes in childhood.
Aim:
This paper is a report of a review of the science of intervention development for type 1 diabetes in childhood and its implications for improving health outcomes in children, adolescents, and/or their families.
Background:
Previous reviewers have identified insufficient evidence to support the application of effective interventions for type 1 diabetes in clinical practice. The need for quality randomized controlled trials to address shortcomings in previous study designs has been highlighted as a priority for future intervention research. However, there is also a need to consider the scientific development of interventions, which to date has received little attention.
Data Source:
A search for published randomized controlled trials over 5 years (2004-2008) was conducted in electronic databases (Medline, CINAHL, Cochrane Library, Psychinfo, ERIC). Reference lists of papers identified from electronic searches were examined for additional papers.
Methods:
A systematic review was conducted. Studies were included if (i) an intervention for managing any aspect of type 1 diabetes was implemented, (ii) children, adolescents and/or their families were sampled, (iii) a randomized controlled trial, (iv) published in English.
Results:
Fourteen randomized controlled trials were reviewed on education (n = 7), psychosocial (n = 5) and family therapy (n = 2) interventions. Compared to education interventions, family therapy and most psychosocial interventions were developed with greater scientific rigour, and demonstrated promising effects on more health outcomes measured.
Conclusion:
Interventions developed within clearly-defined scientific criteria offer potential for improving health outcomes in children and adolescents with type 1 diabetes and their families. Future reviews on interventions for type 1 diabetes in childhood need to include criteria for assessing the science of intervention development.
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