PP-569 : Evaluation of the effect of active-participative learning vs. traditional learning in first-level attention patients with type 2 diabetes

Author(s): 
Arturo Arcega, Nora Aide Ramírez, Mexico
Text: 
Compare the effect of active-participative learning (APL) and traditional learning (TL) on patients with type 2 diabetes mellitus (DM2).

The study subjects, 202 patients with DM2 (both sexes from 20 to 60 years of age) were randomly assigned to two groups, the TL or control group (CG), or the APL or experimental group (EG). Both groups were evaluated before and after the intervention, using two instruments; one that evaluates knowledge about diabetes and adherence to treatment, and another for the quality of life and control of the illness with the average of the last four plasmatic glucose levels. The results were analysed with Student T for paired groups.

The baseline status of both groups at the start of the intervention was similar (P>0.05). Grades based on knowledge of the illness at the end of the intervention were 4.01 points higher (P = 0.0001) with APL and 0.9 points higher (P = 0.82) with TL. For adherence to treatment there was an increase of 0.71 (P
The APL intervention is superior to TL for improving knowledge, adherence to treatment and control of the illness in patients with DM2.