Document Detail

The use of degrees of certainty to evaluate knowledge.
MedLine Citation:
PMID:  12915277     Owner:  NLM     Status:  MEDLINE    
In patients with chronic diseases education should improve knowledge about the disease and increase certainty in knowledge. We present here a technique to measure changes in certainty after an educational intervention. For this purpose, before and after a course, patients answer a questionnaire in which answers are accompanied by an estimate of the degree of certainty. Answers are then assigned to areas of knowledge defined a priori: mastered (certainty > or = 90%, correctness > or = 90%), hazardous (certainty > or = 90%, correctness < or = 50%), uncertain (certainty < or = 50%, correctness > or = 90%) and residual. Finally differences in the distribution of answers among different areas are analysed statistically. Using this technique in a group of patients with type I diabetes who followed a course on insulin use, we found significant changes in the distribution of answers among different areas of knowledge. Thus changes in certainty can be analysed quantitatively and used to evaluate better the effect of therapeutic education.
Daniela Bruttomesso; Rémi Gagnayre; Dieudonné Leclercq; Dalia Crazzolara; Erica Busata; Jean-François d'Ivernois; Edoardo Casiglia; Antonio Tiengo; Aldo Baritussio
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Publication Detail:
Type:  Evaluation Studies; Journal Article    
Journal Detail:
Title:  Patient education and counseling     Volume:  51     ISSN:  0738-3991     ISO Abbreviation:  Patient Educ Couns     Publication Date:  2003 Sep 
Date Detail:
Created Date:  2003-08-13     Completed Date:  2003-12-09     Revised Date:  2007-11-15    
Medline Journal Info:
Nlm Unique ID:  8406280     Medline TA:  Patient Educ Couns     Country:  Ireland    
Other Details:
Languages:  eng     Pagination:  29-37     Citation Subset:  N    
Department of Clinical and Experimental Medicine, University of Padova, Via Giustiniani, 2, 35128 Padova, Italy.
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MeSH Terms
Attitude to Health*
Diabetes Mellitus, Type 1*
Patient Education as Topic*

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