TY - JOUR
T1 - Meta-analysis of the effects of educational and psychosocial interventions on management of diabetes mellitus
AU - Padgett, Deborah
AU - Mumford, Emily
AU - Hynes, Margaret
AU - Carter, Rosalind
N1 - Funding Information:
*This research was supported by a grant from the New York State Health Research Council (Contract No. COOl885). Address reprint requests to: Deborah Padgett, Ph.D., School of Social Work, New York University, 3 Washington Square North, New York, NY 10003, U.S.A. *Dr Emily Mumford died after a long illness on 3 October, 1987. Her leadership as principal investigator in the earlier phases of the research is gratefully acknowledged. We regret her loss as a friend and a colleague.
PY - 1988
Y1 - 1988
N2 - A meta-analysis of the literature of controlled studies of educational and psychooocial interventions in the treatment of diabetes mellitus yielded 93 studies of 7451 patients testing the effects of eight intervention types: (1) didactic education, (2) enhanced education, (3) diet instruction, (4) exercise instruction, (5) self-monitoring instruction, (6) social learning/behavior modification, (7) counseling, and (8) relaxation training. An overall mean effect size (ES) of +0.51 ± 0.11 was found indicating moderate but significant (P < 0.05) improvements for all intervention subjects. Physical outcome and knowledge gain were most affected, followed by psychological status and compliance. Diet instruction and social learning interventions showed the strongest (ES = +0.68 ± 0.58 and ES = +0.57 ±0.42, respectively) and relaxation training the weakest (ES = +0.30 ± 0.74) effects. Associations between study and sample characteristics and mean ES values were explored with type of setting and methodological weaknesses such as single group design and non-random assignment achieving statistical significance. Neither intervention type, number of visits, sex, age, nor type of diabetes were significantly correlated with mean ES values. Implications of these findings for clinical treatment and future research are discussed.
AB - A meta-analysis of the literature of controlled studies of educational and psychooocial interventions in the treatment of diabetes mellitus yielded 93 studies of 7451 patients testing the effects of eight intervention types: (1) didactic education, (2) enhanced education, (3) diet instruction, (4) exercise instruction, (5) self-monitoring instruction, (6) social learning/behavior modification, (7) counseling, and (8) relaxation training. An overall mean effect size (ES) of +0.51 ± 0.11 was found indicating moderate but significant (P < 0.05) improvements for all intervention subjects. Physical outcome and knowledge gain were most affected, followed by psychological status and compliance. Diet instruction and social learning interventions showed the strongest (ES = +0.68 ± 0.58 and ES = +0.57 ±0.42, respectively) and relaxation training the weakest (ES = +0.30 ± 0.74) effects. Associations between study and sample characteristics and mean ES values were explored with type of setting and methodological weaknesses such as single group design and non-random assignment achieving statistical significance. Neither intervention type, number of visits, sex, age, nor type of diabetes were significantly correlated with mean ES values. Implications of these findings for clinical treatment and future research are discussed.
KW - Diabetes
KW - Intervention
KW - Meta-analysis
KW - Patient education
KW - Psychosocial
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U2 - 10.1016/0895-4356(88)90040-6
DO - 10.1016/0895-4356(88)90040-6
M3 - Article
C2 - 3193136
AN - SCOPUS:0024206626
SN - 0895-4356
VL - 41
SP - 1007
EP - 1030
JO - Journal of Clinical Epidemiology
JF - Journal of Clinical Epidemiology
IS - 10
ER -