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 .
Assessment of group versus individual diabetes education: a randomized study.
OBJECTIVES The current study was conducted to compare the effectiveness of delivering diabetes education in either a group or individual setting using a consistent , evidence -based curriculum . RESEARCH DESIGN AND METHODS A total of 170 subjects with type 2 diabetes were r and omly assigned to either group ( n = 87 ) or individual ( n = 83 ) educational setting s. Subjects received education in four sequential sessions delivered at consistent time intervals over a 6-month period . Outcomes included changes in knowledge , self-management behaviors , weight , BMI , HbA(1c ) , health-related quality of life , patient attitudes , and medication regimen . Changes were assessed at baseline and after the 2-week , 3-month , and 6-month education sessions . RESULTS Both educational setting s had similar improvements in knowledge , BMI , health-related quality of life , attitudes , and all other measured indicators . HbA(1c ) decreased from 8.5 + /- 1.8 % at baseline to 6.5 + /- 0.8 % at 6 months ( P < 0.01 ) in the study population as a whole . Subjects assigned to the individual setting had a 1.7 + /- 1.9 % reduction in HbA(1c ) ( P < 0.01 ) , whereas subjects assigned to the group setting had a 2.5 + /- 1.8 % reduction in HbA(1c ) ( P < 0.01 ) . The difference in HbA(1c ) improvement was marginally greater in subjects assigned to group education versus individualized education ( P = 0.05 ) . CONCLUSIONS This study demonstrates that diabetes education delivered in a group setting , when compared with an individual setting , was equally effective at providing equivalent or slightly greater improvements in glycemic control . Group diabetes education was similarly effective in delivering key educational components and may allow for more efficient and cost-effective methods in the delivery of diabetes education programs
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 .