The University of Adelaide Discipline of Medicine, Modbury Hospital, Modbury, Australia.
Int J Rheum Dis. 2011 Aug;14(3):239-47. doi: 10.1111/j.1756-185X.2011.01628.x. Epub 2011 Jul 8.
Education is ideal for osteoporosis because many risk factors are modifiable. However, the efficacy of shortened education courses compared to a standard 4 week course for improving osteoporosis knowledge and healthy behaviours is not known. This study aimed to assess whether education changed knowledge and healthy behaviours over 3 months of follow-up; and whether changes in these outcomes were different between participants receiving the different education courses.
Adults aged ≥ 50 years presenting to Emergency with mild to moderate trauma fractures received either the Osteoporosis Prevention and Self-Management Course (OPSMC) (4 × 2.5 h) (n = 75) or a one-session course (1 × 2.5 h) (n = 71) in a non-randomised prospective study with single-blinded allocation. Participants completed questionnaires measuring osteoporosis knowledge, dietary calcium, physical activity, calcium and exercise self-efficacy, and osteoporosis medications at baseline and 3 months. Data were analysed using mixed models and GEE regression models.
Osteoporosis knowledge and calcium from food (% of RDI) increased from baseline to 3 months in both groups (P < 0.01). Use of osteoporosis medications increased between baseline and 3 months in the OPSMC group while decreasing in the one-session group (P = 0.039). There were no differences between the groups or over time in physical activity, calcium or exercise self-efficacy.
Osteoporosis education (either the OPSMC or the one-session course) improved osteoporosis knowledge and calcium intake after 3 months. Participants attending the OPSMC maintained medication compliance. We were unable to determine other differences between the courses. This study confirms the value of osteoporosis education for improving osteoporosis knowledge.
教育是防治骨质疏松症的理想选择，因为许多风险因素是可以改变的。然而，与为期 4 周的标准课程相比，缩短教育课程对改善骨质疏松症知识和健康行为的效果尚不清楚。本研究旨在评估教育在 3 个月的随访期间是否能改变知识和健康行为；以及在接受不同教育课程的参与者中，这些结果的变化是否不同。
在一项非随机前瞻性研究中，年龄≥50 岁的成年人因轻度至中度创伤性骨折就诊于急诊，他们接受了骨质疏松症预防和自我管理课程（OPSMC）（4×2.5 小时）（n=75）或单次课程（1×2.5 小时）（n=71），采用单盲分组。参与者在基线和 3 个月时完成了测量骨质疏松症知识、饮食钙、体力活动、钙和运动自我效能以及骨质疏松症药物使用的问卷。使用混合模型和广义估计方程回归模型进行数据分析。
两组的骨质疏松症知识和食物中的钙（占 RDI 的百分比）均从基线增加到 3 个月（P<0.01）。OPSMC 组的骨质疏松症药物使用率在基线和 3 个月之间增加，而单次组则减少（P=0.039）。两组之间或随时间变化，体力活动、钙或运动自我效能均无差异。
骨质疏松症教育（OPSMC 或单次课程）在 3 个月后改善了骨质疏松症知识和钙摄入量。参加 OPSMC 的参与者保持了药物的依从性。我们无法确定课程之间的其他差异。本研究证实了骨质疏松症教育在提高骨质疏松症知识方面的价值。
