Download
1 / 5
60 likes | 174 Views
This project examines the barriers to Diabetes Self-Management Education (DSME) from both physicians and educators' perspectives. While educators often overestimate patient barriers, physicians, especially MDs, tend to underestimate scheduling issues and patients' perceived needs for DSME. Paradoxically, physicians express a desire for more self-management support while critiquing patient directives. Despite its high regard among recipients, DSME lacks recognition among non-recipients. A multi-faceted approach is required to enhance DSME access, necessitating further analysis of barriers and marketing strategies in diverse contexts.
E N D
Access to Diabetes Education:An AADE FoundationFunded Project Mark Peyrot, PhD MPeyrot@loyola.edu
Barriers to DSME: Summary • Physicians and (more so) educators tend to overestimate patient barriers • Exception: Both (MD more so) underestimate patient scheduling issues • Exception: Educators accurate & MD under-estimate patient perceived need for DSME • Educators overestimate physician-reported barriers
Summary • Paradox: Physicians want more self-management support, but complain that patients are told to do things they do not agree with • DSME is highly regarded among those who have received it, but not as much among those who have not received it
Summary • Educators rate patient barriers somewhat above physician and organizational barriers, and see physicians as key to encouraging DSME use in patients • Most DSME programs have grown recently as a result of adding new programs/services and recruiting efforts and most programs plan more efforts
Conclusions • Increasing DSME access requires a multi-faceted approach • Additional analysis required to determine: • The contribution of different barriers to restriction of DSME access • The contribution of different marketing strategies to increase or decrease in patient population • Are different strategies effective in different contexts
