AIMS AND OBJECTIVES: To systematically review published randomised controlled trials of peer education interventions among adults with type 2 diabetes. BACKGROUND: Systematic reviews have shown mixed results for peer support interventions to improve diabetes self-management. Given the effectiveness of diabetes education by healthcare professionals, peer education interventions may be a useful alternative approach. This review addressed that gap. DESIGN: Systematic review. METHOD: A systematic search of published randomised controlled trials between 2006-2016 was conducted using the keywords diabetes, type 2 diabetes, randomised controlled trials, self-management, peer education and peer support. The methodological quality of each study was assessed using the Jadad scale. RESULTS: Seven studies were included in the final review, and the Jadad scores ranged from 8-10 of a possible 13 points. There was no consistent design, setting, or outcome measurement among the studies. There were two types of peer education interventions compared to traditional diabetes education: face-to-face or a combination of face-to-face and telephone/texting. The most common clinical outcome measure was HbA1c. Two of six studies showed statistically significant improvement in HbA1c between intervention and control groups. An increase in diabetes knowledge was also statistically significant in two of five studies. CONCLUSION: Peer education could be successful in improving clinical outcomes. No evidence was found indicating that healthcare provider education was superior in regard to clinical knowledge or behavioural or psychological outcome measures than peer education. HbA1c was statistically significantly lower in some peer education groups compared to control groups. RELEVANCE TO CLINICAL PRACTICE: There is evidence that peer education can be useful in achieving positive clinical outcomes such as decreasing HbA1c levels and increasing diabetes knowledge. A certified diabetes educator or a trained healthcare professional should not be overlooked though when using peer educators.
AIMS AND OBJECTIVES: To systematically review published randomised controlled trials of peer education interventions among adults with type 2 diabetes. BACKGROUND: Systematic reviews have shown mixed results for peer support interventions to improve diabetes self-management. Given the effectiveness of diabetes education by healthcare professionals, peer education interventions may be a useful alternative approach. This review addressed that gap. DESIGN: Systematic review. METHOD: A systematic search of published randomised controlled trials between 2006-2016 was conducted using the keywords diabetes, type 2 diabetes, randomised controlled trials, self-management, peer education and peer support. The methodological quality of each study was assessed using the Jadad scale. RESULTS: Seven studies were included in the final review, and the Jadad scores ranged from 8-10 of a possible 13 points. There was no consistent design, setting, or outcome measurement among the studies. There were two types of peer education interventions compared to traditional diabetes education: face-to-face or a combination of face-to-face and telephone/texting. The most common clinical outcome measure was HbA1c. Two of six studies showed statistically significant improvement in HbA1c between intervention and control groups. An increase in diabetes knowledge was also statistically significant in two of five studies. CONCLUSION: Peer education could be successful in improving clinical outcomes. No evidence was found indicating that healthcare provider education was superior in regard to clinical knowledge or behavioural or psychological outcome measures than peer education. HbA1c was statistically significantly lower in some peer education groups compared to control groups. RELEVANCE TO CLINICAL PRACTICE: There is evidence that peer education can be useful in achieving positive clinical outcomes such as decreasing HbA1c levels and increasing diabetes knowledge. A certified diabetes educator or a trained healthcare professional should not be overlooked though when using peer educators.
Authors: Elisabeth Höld; Johanna Grüblbauer; Martin Wiesholzer; Daniela Wewerka-Kreimel; Stefan Stieger; Werner Kuschei; Philip Kisser; Elisabeth Gützer; Ursula Hemetek; Astrid Ebner-Zarl; Jürgen Pripfl Journal: Trials Date: 2022-04-14 Impact factor: 2.728
Authors: Arthur Bagonza; Freddy Eric Kitutu; Stefan Peterson; Andreas Mårtensson; Milton Mutto; Phyllis Awor; David Mukanga; Henry Wamani Journal: Health Sci Rep Date: 2021-05-07
Authors: Nikki J Garner; Melanie Pascale; Kalman France; Clare Ferns; Allan Clark; Sara Auckland; Michael Sampson Journal: BMJ Open Diabetes Res Care Date: 2019-05-27
Authors: Arthur Bagonza; Stefan Peterson; Andreas Mårtensson; Milton Mutto; Phyllis Awor; Freddy Kitutu; Linda Gibson; Henry Wamani Journal: Global Health Date: 2020-10-27 Impact factor: 4.185