全球2型糖尿病(T2D)的老年人数量正在增加。社区药房,由于他们的接近,为农村患者提供更容易的治疗教育。居住在偏远地区的人口需要与其状况相关的特定教育资源。该项目的目的是进行短期(FLASH)教育干预,由社区药剂师协调,然后评估这种干预措施对患者疾病知识的影响。这项研究是在伊苏敦进行的,法国的一个乡村小镇,大约有10,000名居民。确定了教育优先事项,并向卫生当局和当地卫生专业人员介绍了该项目。伊苏顿的药房招募了病人,单独或由他们的照顾者陪同。教育干预持续2小时,重点关注4个教学目标:糖尿病知识,糖尿病并发症以及如何监测它们;如何对低血糖做出反应;了解治疗方法;了解糖化血红蛋白。这种教育干预的影响是使用干预前发放的问卷进行评估的,紧接着,6个月后。招募了45名年龄71±6岁,T2D持续时间为14±6岁的患者超过6个月。在干预之前发现了一些错误的信念。与患者的初始知识相比,教育课程导致正确答案百分比(之前:60.3%±7.5,之后:99%±0.4,P=0.0002)和6个月时(99.5%±0.3,P=0.0002)显着提高。几乎所有的错误信念都被干预纠正,患者能够回忆起他们的药物的作用机制,借助“钥匙和锁”原理图。这个简短的FLASH教育干预,由社区药剂师协调,表明该模型对患者既有趣又有效。这种方法可以扩展到其他农村社区和医疗沙漠。
The number of elderly people with type 2 diabetes (T2D) is increasing worldwide. Community pharmacies, thanks to their proximity, provide more easy access to therapeutic education for rural patients. Populations living in isolated areas require specific educational resources related to their condition. The aim of this project was to perform a short (FLASH) educational intervention, coordinated by community pharmacists, and then evaluate the impact of this intervention on patient knowledge of their disease. The study was performed in Issoudun, a rural French town of approximately 10,000 inhabitants. Educational priorities were defined and the project was presented to health authorities and local health professionals. Pharmacies in Issoudun recruited patients, either alone or accompanied by their caregivers. The educational intervention lasted 2h and focused on 4 teaching objectives: knowledge concerning diabetes, diabetic complications and how to monitor them; how to react to hypoglycemia; understanding treatments; and understanding glycated hemoglobin. The impact of this educational intervention was assessed using a questionnaire delivered before the intervention, immediately after, and after 6months. Forty-five patients aged 71±6years with T2D duration of 14±6years were recruited over 6months. Some false beliefs were identified before the intervention. The educational session led to a significant improvement in the percentage of correct answers (before: 60.3%±7.5, after: 99%±0.4, P=0.0002) and at 6months (99.5%±0.3, P=0.0002) compared with the patients\' initial knowledge. Almost all false beliefs were corrected by the intervention and patients were able to recall the mechanism of action of their drugs, with the help of a \"key and lock\" schematic. This short FLASH educational intervention, coordinated by community pharmacists, showed that the model was both interesting to patients and effective. This method could be expanded to other rural communities and medical deserts.