Mullen P D, Green L W, Persinger G S
Prev Med. 1985 Nov;14(6):753-81. doi: 10.1016/0091-7435(85)90070-2.
Results are reported of a quantitative synthesis of 70 published evaluations of educational programs for people with long-term health problems and regimens that include drugs. Study methods and interventions are rated according to methodological and educational principles, respectively. The differential effects achieved by seven types of educational techniques are compared. The largest effect-size values (in standard deviation units) for knowledge were in three empirically distinct and homogeneous groups of studies--those testing one-to-one counseling, group education, and one or both of these strategies in combination with audiovisual materials (range = 0.73-1.13). Homogeneous subgroups of behavioral studies (grouped according to type of intervention) were found within the studies measuring drug utilization errors, but the overall group was homogeneous. The absence of significant differences among the subgroups precluded subgroup comparison. The overall effect size was 0.37, indicating substantially decreased drug errors. Analyses of study and other intervention characteristics found the educational rating score to be the strongest predictor of effect size for both knowledge and drug errors. Patient package inserts were predictors of lower effect sizes.
报告了对70项已发表的针对患有长期健康问题的人群的教育项目及包含药物的治疗方案评估进行定量综合分析的结果。研究方法和干预措施分别根据方法学和教育原则进行评分。比较了七种教育技术所取得的不同效果。知识方面最大的效应量值（以标准差单位计）出现在三类经验上截然不同但内部同质的研究组中，即那些测试一对一咨询、小组教育以及将这两种策略中的一种或两种与视听材料相结合的研究（范围 = 0.73 - 1.13）。在测量药物使用错误的研究中发现了行为研究的同质亚组（根据干预类型分组），但总体组是同质的。亚组间不存在显著差异，因此无法进行亚组比较。总体效应量为0.37，表明药物错误大幅减少。对研究及其他干预特征的分析发现，教育评分是知识和药物错误效应量的最强预测因素。患者用药指南是较低效应量的预测因素。
