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Meta-Analysis
. 2023 May 4;5(5):CD013854.
doi: 10.1002/14651858.CD013854.pub2.

Patient education interventions for the management of inflammatory bowel disease

Morris Gordon  1 , Vassiliki Sinopoulou  1 , Ummulkhulsum Ibrahim  1 , Mansour Abdulshafea  1 , Kelly Bracewell  2 , Anthony K Akobeng  3
Affiliations
Meta-Analysis

Patient education interventions for the management of inflammatory bowel disease

Morris Gordon et al. Cochrane Database Syst Rev. .

Abstract
in English, Spanish

Background: Inflammatory bowel disease (IBD) is a life-long condition for which currently there is no cure. Patient educational interventions deliver structured information to their recipients. Evidence suggests patient education can have positive effects in other chronic diseases.

Objectives: To identify the different types of educational interventions, how they are delivered, and to determine their effectiveness and safety in people with IBD.

Search methods: On 27 November 2022, we searched CENTRAL, Embase, MEDLINE, ClinicalTrials.gov, and WHO ICTRP with no limitations to language, date, document type, or publication status. Any type of formal or informal educational intervention, lasting for any time, that had content focused directly on knowledge about IBD or skills needed for direct management of IBD or its symptoms was included. Delivery methods included face-to-face or remote educational sessions, workshops, guided study via the use of printed or online materials, the use of mobile applications, or any other method that delivers information to patients.

Selection criteria: All published, unpublished and ongoing randomised control trials (RCTs) that compare educational interventions targeted at people with IBD to any other type of intervention or no intervention.

Data collection and analysis: Two review authors independently conducted data extraction and risk of bias assessment of the included studies. We analysed data using Review Manager Web. We expressed dichotomous and continuous outcomes as risk ratios (RRs) and mean differences (MDs) with 95% confidence intervals (CIs). We assessed the certainty of the evidence using GRADE methodology.

Main results: We included 14 studies with a total of 2708 randomised participants, aged 11 to 75 years. Two studies examined populations who all had ulcerative colitis (UC); the remaining studies examined a mix of IBD patients (UC and Crohn's disease). Studies considered a range of disease activity states. The length of the interventions ranged from 30 minutes to 12 months. Education was provided in the form of in-person workshops/lectures, and remotely via printed materials or multimedia, smartphones and internet learning. Thirteen studies compared patient education interventions plus standard care against standard care alone. The interventions included seminars, information booklets, text messages, e-learning, a multi professional group-based programme, guidebooks, a staff-delivered programme based on an illustrated book, a standardised programme followed by group session, lectures alternating with group therapy, educational sessions based on an IBD guidebook, internet blog access and text messages, a structured education programme, and interactive videos. Risk of bias findings were concerning in all judgement areas across all studies. No single study was free of unclear or high of bias judgements. Reporting of most outcomes in a homogeneous fashion was limited, with quality of life at study end reported most commonly in six of the 14 studies which allowed for meta-analysis, with all other outcomes reported in a more heterogeneous manner that limited wider analysis. Two studies provided data on disease activity. There was no clear difference in disease activity when patient education (n = 277) combined with standard care was compared to standard care (n = 202). Patient education combined with standard care is probably equivalent to standard care in reducing disease activity in patients with IBD (standardised mean difference (SMD) -0.03, 95% CI -0.25 to 0.20), moderate-certainty evidence. Two studies provided continuous data on flare-up/relapse. There was no clear difference for flare-ups or relapse when patient education (n = 515) combined with standard care was compared to standard care (n = 507), as a continuous outcome. Patient education combined with standard care is probably equivalent to standard care in reducing flare-ups or relapse in patients with IBD (MD -0.00, 95% CI -0.06 to 0.05; moderate-certainty evidence). Three studies provided dichotomous data on flare-up/relapse. The evidence is very uncertain on whether patient education combined with standard care (n = 157) is different to standard care (n = 150) in reducing flare-ups or relapse in patients with IBD (RR 0.94, 95% CI 0.41 to 2.18; very low-certainty evidence). Six studies provided data on quality of life. There was no clear difference in quality of life when patient education combined with standard care (n = 721) was compared to standard care (n = 643). Patient education combined with standard care is probably equivalent to standard care in improving quality of life in patients with IBD (SMD 0.08, 95% CI -0.03 to 0.18; moderate-certainty evidence). The included studies did not report major differences on healthcare access. Medication adherence, patient knowledge and change in quality of life showed conflicting results that varied between no major differences and differences in favour of the educational interventions. Only five studies reported on adverse events. Four reported zero total adverse events and one reported one case of breast cancer and two cases of surgery in their interventions groups, and zero adverse events in their control group. Two studies compared delivery methods of patient education, specifically: web-based patient education interventions versus colour-printed books or text messages; and one study compared frequency of patient education, specifically: weekly educational text messages versus once every other week educational text messages. These did not show major differences for disease activity and quality of life. Other outcomes were not reported.

Authors' conclusions: The ways in which patient educational support surrounding IBD may impact on disease outcomes is complex. There is evidence that education added to standard care is probably of no benefit to disease activity or quality of life when compared with standard care, and may be of no benefit for occurrence of relapse when compared with standard care. However, as there was a paucity of specific information regarding the components of education or standard care, the utility of these findings is questionable. Further research on the impact of education on our primary outcomes of disease activity, flare-ups/relapse and quality of life is probably not indicated. However, further research is necessary, which should focus on reporting details of the educational interventions and study outcomes that educational interventions could be directly targeted to address, such as healthcare access and medication adherence. These should be informed by direct engagement with stakeholders and people affected by Crohn's and colitis.

Antecedentes: La enfermedad inflamatoria intestinal (EII) es una enfermedad crónica para la que no existe cura en la actualidad. Las intervenciones educativas para pacientes proporcionan información estructurada a sus destinatarios. La evidencia sugiere que la educación del paciente puede tener efectos positivos en otras enfermedades crónicas.

Objetivos: Identificar los diferentes tipos de intervenciones educativas, cómo se realizan y determinar su eficacia y seguridad en personas con EII. MÉTODOS DE BÚSQUEDA: El 27 de noviembre de 2022 se realizaron búsquedas en CENTRAL, Embase, MEDLINE, ClinicalTrials.gov y la ICTRP de la OMS sin limitaciones de idioma, fecha, tipo de documento o estado de publicación. Se incluyó cualquier tipo de intervención educativa formal o informal, de cualquier duración, cuyo contenido se centrara directamente en los conocimientos sobre la EII o en las habilidades necesarias para el control directo de la EII o sus síntomas. Los métodos de entrega incluyeron sesiones educativas presenciales o a distancia, talleres, estudio guiado mediante el uso de materiales impresos o en línea, el uso de aplicaciones móviles o cualquier otro método que proporcionara información a los pacientes. CRITERIOS DE SELECCIÓN: Todos los ensayos controlados aleatorizados (ECA) publicados, no publicados y en curso que comparen intervenciones educativas dirigidas a personas con EII con cualquier otro tipo de intervención o ninguna intervención. OBTENCIÓN Y ANÁLISIS DE LOS DATOS: Dos autores de la revisión realizaron de forma independiente la extracción de los datos y la evaluación del riesgo de sesgo de los estudios incluidos. Los datos se analizaron mediante Review Manager Web. Los desenlaces dicotómicos y continuos se expresaron como razones de riesgos (RR) y diferencias de medias (DM) con intervalos de confianza (IC) del 95%. La certeza de la evidencia se evaluó mediante el método GRADE.

Resultados principales: Se incluyeron 14 estudios con un total de 2708 participantes asignados al azar, de edades comprendidas entre los 11 y los 75 años. Dos estudios examinaron poblaciones que tenían todas colitis ulcerosa (CU); los estudios restantes examinaron una mezcla de pacientes con EII (CU y enfermedad de Crohn). Los estudios consideraron una serie de estados de actividad de la enfermedad. La duración de las intervenciones osciló entre 30 minutos y 12 meses. La educación se impartió en forma de talleres/conferencias presenciales y a distancia mediante material impreso o multimedia, teléfonos inteligentes y aprendizaje por Internet. Trece estudios compararon las intervenciones educativas para pacientes más la atención estándar con la atención estándar sola. Las intervenciones incluyeron seminarios, folletos informativos, mensajes de texto, aprendizaje electrónico, un programa multiprofesional basado en grupos, guías, un programa impartido por el personal basado en un libro ilustrado, un programa estandarizado seguido de una terapia grupal, conferencias alternadas con terapia grupal, sesiones educativas basadas en una guía sobre la EII, acceso a blogs de Internet y mensajes de texto, un programa educativo estructurado y vídeos interactivos. Los hallazgos de riesgo de sesgo fueron preocupantes en todas las áreas de valoración en todos los estudios. Ningún estudio estuvo libre de valoraciones de sesgo incierto o alto. El informe de la mayoría de los desenlaces de forma homogénea fue limitado, con la calidad de vida al final del estudio informada con mayor frecuencia en seis de los 14 estudios que permitieron el metanálisis, y todos los demás desenlaces fueron informados de forma más heterogénea, lo que impidió un análisis más amplio. Dos estudios proporcionaron datos sobre la actividad de la enfermedad. No hubo diferencias claras en la actividad de la enfermedad cuando se comparó la educación del paciente (n = 277) combinada con la atención estándar con la atención estándar sola (n = 202). La educación del paciente combinada con la atención estándar es probablemente equivalente a la atención estándar en la reducción de la actividad de la enfermedad en pacientes con EII (diferencia de medias estandarizada [DME] ‐0,03; IC del 95%: ‐0,25 a 0,20), evidencia de certeza moderada. Dos estudios proporcionaron datos continuos sobre las exacerbaciones/recaídas. No hubo diferencias claras en las exacerbaciones o recaídas cuando se comparó la educación del paciente (n = 515) combinada con la atención estándar con la atención estándar sola (n = 507), como desenlace continuo. La educación del paciente combinada con la atención estándar es probablemente equivalente a la atención estándar en la reducción de las exacerbaciones o recaídas en pacientes con EII (DM ‐0,00; IC del 95%: ‐0,06 a 0,05; evidencia de certeza moderada). Tres estudios proporcionaron datos dicotómicos sobre las exacerbaciones/recaídas. La evidencia es muy incierta en cuanto a si la educación del paciente combinada con la atención estándar (n = 157) es diferente de la atención estándar (n = 150) en la reducción de las exacerbaciones o recaídas en pacientes con EII (RR 0,94; IC del 95%: 0,41 a 2,18; evidencia de certeza muy baja). Seis estudios proporcionaron datos sobre la calidad de vida. No hubo diferencias claras en la calidad de vida cuando se comparó la educación del paciente combinada con la atención estándar (n = 721) con la atención estándar sola (n = 643). La educación del paciente combinada con la atención estándar es probablemente equivalente a la atención estándar para mejorar la calidad de vida en los pacientes con EII (DME 0,08; IC del 95%: ‐0,03 a 0,18; evidencia de certeza moderada). Los estudios incluidos no informaron de diferencias importantes en el acceso a la asistencia sanitaria. La adherencia a la medicación, el conocimiento de los pacientes y el cambio en la calidad de vida mostraron resultados contradictorios que oscilaron entre la falta de diferencias importantes y las diferencias a favor de las intervenciones educativas. Solo cinco estudios informaron sobre los eventos adversos. Cuatro informaron cero eventos adversos totales y uno informó un caso de cáncer de mama y dos casos de cirugía en sus grupos de intervención, y cero eventos adversos en su grupo de control. Dos estudios compararon los métodos de entrega de la educación del paciente, en concreto: intervenciones educativas para pacientes a través de la web versus libros impresos a color o mensajes de texto; y un estudio comparó la frecuencia de la educación del paciente, en concreto: mensajes de texto educativos semanales versus mensajes de texto educativos una vez cada dos semanas. Estos no mostraron diferencias importantes en cuanto a la actividad de la enfermedad y la calidad de vida. No se informaron otros desenlaces.

Conclusiones de los autores: Las formas en que el apoyo educativo al paciente en torno a la EII podría influir en los desenlaces de la enfermedad son complejas. Existe evidencia de que la educación añadida a la atención estándar probablemente no tenga efectos beneficiosos en la actividad de la enfermedad o la calidad de vida en comparación con la atención estándar, y podría no tener beneficios en la aparición de recaídas en comparación con la atención estándar. Sin embargo, como hubo escasa información específica sobre los componentes de la educación o la atención estándar, la utilidad de estos hallazgos es cuestionable. Probablemente no esté indicado investigar más sobre el impacto de la educación en los desenlaces principales de la actividad de la enfermedad, las exacerbaciones/recaídas ni la calidad de vida. Sin embargo, se necesitan más estudios de investigación que deberían centrarse en informar sobre los detalles de las intervenciones educativas y estudiar los desenlaces que las intervenciones educativas podrían abordar directamente, como el acceso a la atención sanitaria y la adherencia a la medicación. Éstas deben basarse en el compromiso directo con las partes interesadas y las personas afectadas por la enfermedad de Crohn y la colitis.

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Conflict of interest statement

MG: none. As a Cochrane Gut editor, MG was not involved with the editorial process for this review.

VS: none.

UI: none.

MA: none.

KB: none.

AA: none. As a Cochrane Gut editor, AKA was not involved with the editorial process for this review.

Figures

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1.1
1.1. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 1: Disease activity at study end
1.2
1.2. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 2: Disease activity at study end (fixed‐effect sensitivity analysis)
1.3
1.3. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 3: Flare‐ups or relapse (continuous)
1.4
1.4. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 4: Flare‐ups or relapse (continuous ‐ fixed‐effect sensitivity analysis)
1.5
1.5. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 5: Flare‐ups or relapse (dichotomous)
1.6
1.6. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 6: Flare‐ups or relapse (dichotomous: fixed‐effect sensitivity analysis)
1.7
1.7. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 7: Quality of life at study end
1.8
1.8. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 8: Quality of life at study end (fixed‐effect sensitivity analysis)
1.9
1.9. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 9: Quality of life at study end: sensitivity analysis for risk of bias
1.10
1.10. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 10: Quality of life at study end: sensitivity analysis excluding cluster‐RCTs
1.11
1.11. Analysis
Comparison 1: Patient education and standard care versus standard care, Outcome 11: Quality of life at study end: sensitivity analysis using IBDQ only
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Kamat 2018 {published data only}
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Kyaw 2014 {published data only}
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Ley 2020 {published data only}
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    1. NCT02120391. Improving knowledge of medication in ulcerative colitis with an iPhone application. https://clinicaltrials.gov/ct2/show/NCT02120391 (First posted 22 April 2014).
Lim 2020 {published data only}
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Maya 2012 {published data only}
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Meng 2018 {published data only}
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NCT03059186 {published data only}
    1. NCT03059186. A Gratitude Intervention in improving well-being and coping in people living with Inflammatory Bowel Disease. https://clinicaltrials.gov/ct2/show/NCT03059186 (First posted 23 February 2017).
NCT03186872 {published data only}
    1. NCT03186872. Improving quality of care with a digital behavioral program in IBD patient centered medical home. https://clinicaltrials.gov/ct2/show/NCT03186872 (first posted 14 June 2017).
NCT04207008 {published data only}
    1. NCT04207008. Trial of a decision support intervention for adolescents and young adults with ulcerative colitis. https://clinicaltrials.gov/ct2/show/NCT04207008 (First posted 20 December 2019).
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References to studies awaiting assessment

Almario 2022 {published data only}
    1. Almario CV, Deen WK, Chen M, Gale R, Sidorkiewicz S, Choi SY, et al. Interactive inflammatory bowel disease biologics decision aid does not improve patient outcomes over static education: results from a randomized trial. American Journal of Gastroenterology 2022;117(9):1508-18. - PMC - PubMed
Atreja 2015 {published data only}
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    1. Atreja A, Khan S, Otobo E, Rogers J, Ullman T, Grinspan A. P554 Impact of real world home based remote monitoring on quality of care and quality of life in inflammatory bowel disease patients: one year results of pragmatic randomized trial. Journal of Crohn's and Colitis 2017;11(1):S362-3.
    1. Atreja A, Khan S, Rogers J D, Otobo E, Patel N P, Ullman T, et al. Impact of the mobile HealthPROMISE platform on the quality of care and quality of life in patients with inflammatory bowel disease: study protocol of a pragmatic randomized controlled trial. JMIR Research Pprotocols 2015;4(1):e23. - PMC - PubMed
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De Dycker 2022 {published data only}
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DRKS00022935 {published data only}
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    1. IRCT20180520039736N1. Development of lifestyle educational package and comparing its effectiveness with mindfulness-based cognitive therapy on disease activity and related psychological variables in patients with ulcerative colitis. https://en.irct.ir/trial/31323 (Registered on 13 June 2018);(l).
IRCT20191026045251N1 {published data only}
    1. IRCT20191026045251N1. Comparison of the effect of self-care education with two methods smartphone app and Teach Back methods on the lifestyle and quality of life of patients with inflammatory bowel disease. https://en.irct.ir/trial/43342 (Registered on 30 August 2020).
ISRCTN67674151 {published data only}
    1. ISRCTN67674151. A nurse-led intervention to enhance medication adherence in ulcerative colitis (UC) using a concordance-led consultation. https://www.isrctn.com/ISRCTN67674151?q=ISRCTN67674151&filters=&... (date applied 14 April 2004).
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Magharei 2019 {published data only}
    1. IRCT2016092429823N1. The impact of management training on self-efficacy and quality of life of patients with Ulcerative colitis. https://en.irct.ir/trial/23877 (Registered on 9 November 2016).
    1. Magharei M, Jaafari S, Mansouri P, Safarpour A, Taghavi SA. Effects of Self-Management Education on Self-Efficacy and Quality of Life in Patients with Ulcerative Colitis: A Randomized Controlled Clinical Trial. International journal of community based nursing and midwifery 2019;7(1):32. - PMC - PubMed
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Menze 2022 {published data only}
    1. Menze L, Wenzl TG, Pappa A. KARLOTTA (Kids+ Adolescents Research Learning On Tablet Teaching Aachen)-randomized controlled pilot study for the implementation of a digital educational app with game of skill for pediatric patients with inflammatory bowel disease. [KARLOTTA (Kids+ Adolescents Research Learning On Tablet Teaching Aachen)–randomisierte kontrollierte Pilotstudie zur Anwendung eines digitalen Lernspiels für pädiatrische Patienten mit chronisch entzündlichen Darmerkrankungen]. Zeitschrift fur Gastroenterologie 2022;no volume:no pagination. - PubMed
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NCT03695783 {published data only}
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NCT04183608 {published data only}
    1. NCT04183608. A trial comparing standard of care versus treat to target with telemonitoring and patient education in patients with ulcerative colitis initiating adalimumab (CONTROL). https://clinicaltrials.gov/ct2/show/NCT04183608 (first posted December 3, 2019).
Otilia 2019 {published data only}
    1. Otilia G, Dranga M, Soponaru C, Prelipcean CC, Mihai C. Support group and IBD patients quality of life. Journal of Gastrointestinal and Liver Diseases 2019;18:125. [CENTRAL: 30 September 2020 | 2020 Issue 09]
Stewart 2009 {published data only}
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Ying  2020 {published data only}
    1. Ying X, Zhang X, Sang H, Li S , Fan Y, Li M. Study on micro-lecture and workshop education model in tube-fed home enteral nutrition support for inflammatory bowel disease patients [微小授業とワークショップ教育モデル炎症性腸疾患患者における経管栄養の経腸栄養における研究【JST・京大機械翻訳】]. Chinese Journal of Clinical Nutrition 2020;28(2):101-5. [REFERENCE NUMBER: 21A0126543]
Zhuo 2021 {published data only}
    1. Zhuo LL, Zhuge WW, Ding YR. Impact of TTM-oriented health promotion and education method based on WeChat platform on positive emotions, negative emotions, and self-care ability of patients with ulcerative colitis [基于微信平台以 TTM 为导向的健康宣教法对溃疡性结肠炎患者正性情感, 负性情感及自护能力的影响]. World Chinese Jjournal of Digestology 2021;29(19):1144-50.

References to ongoing studies

IRCT201510137612N2 {published data only}
    1. IRCT201510137612N2. A Clinical trial to study the effect of information prescription in reducing relaps among patients with inflammatory bowel disease. https://en.irct.ir/trial/8095 (Registered on 24 May 2016).
IRCT20170731035424N2 {published data only}
    1. IRCT20170731035424N2. The effect of an educational-supportive program based on chronic care model on self-efficacy and health related quality of life of patients with ulcerative colitis. https://www.irct.ir/trial/54337 (first received 19 September 2021).
IRCT20200613047757N1 {published data only}
    1. IRCT20200613047757N1. Evaluation of the effectiveness of mobile-based inflammatory bowel disease management system by using gamification techniques on disease activity index, mental health and quality of life. https://www.irct.ir/trial/59842 (first received 16 November 2021).
Kim 2020 {published data only}
    1. ACTRN12617001246370. A cluster randomised controlled trial of a decision Aid (myAID) for ulcerative colitis patients to enhance patients quality of life, empowerment, quality of decision making and disease control [Use of an internet-based decision aid (myAID) for ulcerative colitis patients to improve quality of life, empowerment, decision making and disease control]. https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=373313 (date submitted 19 August 2017). - PMC - PubMed
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NCT03827109 {published data only}
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RBR‐79dn4k {published data only}
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References to other published versions of this review

Gordon 2021
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