Friedman Audrey Jusko, Cosby Roxanne, Boyko Susan, Hatton-Bauer Jane, Turnbull Gale
University Health Network, Toronto, ON, Canada.
J Cancer Educ. 2011 Mar;26(1):12-21. doi: 10.1007/s13187-010-0183-x.
The objective of this study was to determine effective teaching strategies and methods of delivery for patient education (PE). A systematic review was conducted and reviews with or without meta-analyses, which examined teaching strategies and methods of delivery for PE, were included. Teaching strategies identified are traditional lectures, discussions, simulated games, computer technology, written material, audiovisual sources, verbal recall, demonstration, and role playing. Methods of delivery focused on how to deliver the teaching strategies. Teaching strategies that increased knowledge, decreased anxiety, and increased satisfaction included computer technology, audio and videotapes, written materials, and demonstrations. Various teaching strategies used in combination were similarly successful. Moreover, structured-, culturally appropriate- and patient-specific teachings were found to be better than ad hoc teaching or generalized teaching. Findings provide guidance for establishing provincial standards for the delivery of PE. Recommendations concerning the efficacy of the teaching strategies and delivery methods are provided.
本研究的目的是确定有效的患者教育（PE）教学策略和授课方法。进行了一项系统综述，纳入了审查PE教学策略和授课方法的有或没有荟萃分析的综述。确定的教学策略包括传统讲座、讨论、模拟游戏、计算机技术、书面材料、视听资源、口头回忆、演示和角色扮演。授课方法侧重于如何实施教学策略。能增加知识、减轻焦虑并提高满意度的教学策略包括计算机技术、音频和录像带、书面材料以及演示。多种教学策略结合使用同样取得了成功。此外，发现结构化、文化适宜和针对患者的教学优于临时教学或一般化教学。研究结果为制定省级PE授课标准提供了指导。提供了有关教学策略和授课方法有效性的建议。
