Qualitative differences between student-led and medical staff-led diabetes education programme: An exploratory research for ideal programme

Talk Code: 
Kota Ishida¹
Mina Suematsu², Noriyuki Takahashi², Kentaro Okazaki², Takeshi Hida³, Masahumi Kuzuya⁴
Author institutions: 
¹Nagoya University School of Medicine, Nagoya, Japan, ²Department of Education for Community-Oriented Medicine, Nagoya University Graduate School of Medicine , Nagoya, Japan, ³School of Nursing, Ichinomiya Kenshin College, Ichinomiya, Japan, ⁴Department of Community Health and Geriatrics, Nagoya University Graduate School of Medicine, Nagoya, Japan


All over the world, diabetes education programmes are useful in improving self-management skills and motivation for self-care in patients with diabetes. Most of these programmes are held by medical staff and student-led programmes are rare. However, Olayinka O et al. reported that student-led diabetes education programme not only progresses their knowledge and skills about guidance for diabetes care but also decreases patients’ HbA1c. Furthermore, through interview for patients who participated in the student-led programme, Ito M et al. revealed that the programme elevated patients’ motivation. Nowadays many factors such as the lack of human resources in healthcare professions challenge the effective implementation of diabetes education programmes. This study aims to evaluate the differences between student-led and medical staff-led diabetes education programmes, and to identify the ideal diabetes education programme for patients.


A student-led diabetes education programme was implemented in ‘A’ hospital in a suburb area in Japan. Sixteen students from four healthcare professions of medicine (n=3), pharmacy (n=7), nursing (n=3), nutrition (n=3) participated in this programme. The students were divided into 3 groups and performed 3 sessions using quizzes, theatre and rhythmical dance. The medical staffs at ‘A’ hospital observed all of them. Just after these sessions, we interviewed seven medical staffs at ‘A’ hospital, whose professions were registered dietitian (n=1), speech-language-hearing therapist (n=1), general practitioner (n=1), pharmacist (n=2) and nurse (n=2). Finally, we analyzed the transcript of recorded interview by qualitative method.


The results showed that there were three differences, “nature of planner”, “relationship between planner and patients”, and ‘style of inter-professional collaboration”. We found three components of diabetes education programme from these differences. The first component was “the experiments of planner”, which was sufficient for medical staff, but insufficient for student. The second component was “the feelings of solidarity of inter-professional collaboration”, which was sufficient for student, but insufficient for medical staff. The third component was “lived- in feel of diabetes education programme”. While medical staff-led diabetes education programme was sophisticated and so perfect that it had few “lived-in feel”, student-led diabetes education programme had sufficient “lived-in feel” because student-led programme has more reality of patients’ everyday lives than medical staff-led one.


We suggested that the following three components, “the experiments of planner”, “the feelings of solidarity of inter-professional collaboration”, “lived- in feel of diabetes education programme”, would make an ideal diabetes education programme for improving patients’ self-management skills and their motivation for diabetes self-care. Furthermore student-led diabetes education programme could not only be a patient-centered programme but also a student-centered programme.

Submitted by: 
石田 航大
Funding acknowledgement: