Learning impact of education during Pulmonary Rehabilitation program. An observational short-term cohort study
AbstractBackground. Among the several components constituting a pulmonary rehabilitation (PR) course, education may contribute to an individualâ€™s recognition of symptoms and worsening of the disease. However, the specific benefits of education is far greater than can be clearly documented to the health care providers. The aim of our preliminary study was to assess the learning impact of educational sessions (ES) in Chronic Obstructive Pulmonary Disease (COPD) patients referred to standard PR. Methods. Six ES on 3 areas (Symptoms-Therapies, Aids, Mood) were applied during PR at our clinic. The learning effect was prospectively evaluated by a specific questionnaire (ESQ) in 285 COPD patients (age 69Â±8 years, FEV1 53Â±14 % pred), then grouped into those who have completed ES (Completers group, n=226) or who did not (mean 2Â±1 ES) (Control group, n=59). Total and partial ESQ scores, and PR outcomes (6-minute walking test- 6MWD, effort-dyspnoea at Medical Research Council scale-MRC, and health-related quality of life scale-SGRQ) were assessed in a pre (T0) to post (Tend) design. Results. Similar improvement in PR outcomes was recorded in both groups at Tend, whereas ESQ total and partial scores significantly increased in â€˜Completersâ€™ only (p<0.001). ESQ-Aids score improved to a greater extent in Completers than in Control (+0.60Â±1.03 vs +0.27Â±1.27 point respectively, p=0.036). A higher proportion of Completers improved above the median change of both ESQ total and aids scores (p<0.05). Conclusion. Attending educational sessions produces a specific short-term learning effect during rehabilitation of COPD patients.
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