However , overall there did not appear to be a significant difference between individual education and usual care .
In the small number of studies comparing group and individual education , there was an equal impact on HbA1c at 12 to 18 months .
BACKGROUND Type 2 diabetes is a common and costly chronic disease which is associated with significant premature mortality and morbidity .
Although patient education is an integral component of diabetes care , there remain uncertainties regarding the effectiveness of different methods and modes of education .
OBJECTIVES To evaluate the effectiveness of individual patient education  on metabolic control , diabetes knowledge and psychosocial outcomes .
Long-term effects of self-management education for patients with Type 2 diabetes taking maximal oral hypoglycaemic therapy: a randomized trial in primary care.
AIMS Education is an essential part of the management of patients with Type 2 diabetes , but the long-term effects are unclear and not well investigated in primary care . METHODS Fifty-four patients ( 39 - 75 years ) treated with maximal dosages of oral hypoglycaemic agents , needing to start insulin ( HbA(1c ) > or = 7.0 % ) , were r and omly allocated to a 6-month educational programme by a diabetes nurse ( DN group ) or usual care ( UC group ) . Main outcome measures were HbA(1c ) , number of patients with HbA(1c ) < 7.0 % , and number of patients treated with insulin 18 months after baseline . RESULTS Six weeks after the intervention HbA(1c ) levels had improved from 8.2 ( 1.1 ) to 7.2 ( 1.3 ) in the DN group , and from 8.8 ( 1.5 ) to 8.4 ( 1.7 ) in the UC group . Adjusted for baseline values , at 6 weeks HbA(1c ) improved 0.7 % ( 95 % confidence interval 0.1 , 1.4 ) more in DN than in UC . Of the patients in DN , 60 % reached HbA(1c ) < 7.0 % compared with 17 % in UC ( P < 0.01 ) . However , at 18 months there were no significant differences for HbA(1c ) , number of patients with HbA(1c ) < 7.0 % , or number treated with insulin . CONCLUSIONS Education was effective in improving glycaemic control and in delaying the need for insulin therapy in patients treated with maximal oral hypoglycaemic therapy . The reduced effect after 1 year was probably due to the discontinuation of the educational programme . Short-term education should not be offered without regular reinforcements integrated into st and ard diabetes care
However , overall there did not appear to be a significant difference between individual education and usual care .
In the small number of studies comparing group and individual education , there was an equal impact on HbA1c at 12 to 18 months .
BACKGROUND Type 2 diabetes is a common and costly chronic disease which is associated with significant premature mortality and morbidity .
Although patient education is an integral component of diabetes care , there remain uncertainties regarding the effectiveness of different methods and modes of education .
OBJECTIVES To evaluate the effectiveness of individual patient education  on metabolic control , diabetes knowledge and psychosocial outcomes .