Patient outcomes of a clinician curriculum on how to deliver a diabetes diagnosis

Christy J.W. Ledford, Lauren A. Cafferty, Stephanie Fulleborn, Rishawn Carriere, Christopher C. Ledford, Angela B. Seehusen, Tyler S. Rogers, Jeremy T. Jackson, Jasmyne Womack, Paul F. Crawford, Heather A. Rider, Dean A. Seehusen

Research output: Contribution to journalArticlepeer-review

Abstract

Aims: To investigate the effects of a curriculum that teaches medical decision making and interpersonal communication in the context of prediabetes (preDM) and type 2 diabetes (T2DM). Methods: This evaluation was an active-controlled trial of 56 patients, including patients who received their diagnosis from intervention-trained clinicians or a control group. Patients attended a research appointment for informed consent and collection of baseline measures. Over the following six months, both groups were mailed surveys and informational handouts monthly. Upon conclusion, we recorded the most recent A1c from the patient's record. Results: An analysis of covariance test revealed patients who received a T2DM diagnosis from an intervention-trained clinician reported higher reassurance from the diagnosing clinician and had a higher perception of threat. Although not statistically significant, patients with T2DM in the intervention group had a lower A1c at follow up and patients in the intervention group reported less poor eating and a higher degree of diet decision making. Conclusions: The curriculum itself does not influence glycemic control, but our results demonstrate the positive impact on patients of the curriculum to teach critical skills to clinicians delivering a diabetes diagnosis.

Original languageEnglish (US)
JournalPrimary Care Diabetes
DOIs
StateAccepted/In press - 2022
Externally publishedYes

Keywords

  • Curriculum
  • Diabetes mellitus
  • Glycemic control
  • Prediabetes
  • Self-management
  • Type 2

ASJC Scopus subject areas

  • Internal Medicine
  • Endocrinology, Diabetes and Metabolism
  • Nutrition and Dietetics

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