Gestational diabetes knowledge improves with interactive online training modules

Authors

Petra Krutilova, Division of Endocrinology, Diabetes, and Metabolism, Rush University, Chicago, IL, United States. petra_krutilova@rush.edu.
Roxann Williams, Division of Endocrinology, Metabolism & Lipid Research, Washington University School of Medicine, St. Louis, MO, United States.
Rebecca Morey, Advocate Health - MidwestFollow
Carole Field, Division of Endocrinology, Metabolism & Lipid Research, Washington University School of Medicine, St. Louis, MO, United States.
Veronda Byrth, Brown School of Social Work, Washington University School of Medicine, St. Louis, MO, United States.
Melissa Tepe, Affinia Healthcare, St. Louis, MO, United States.
Amy McQueen, Brown School of Social Work, Washington University School of Medicine, St. Louis, MO, United States.
Cynthia Herrick, Division of Endocrinology, Metabolism & Lipid Research, Washington University School of Medicine, St. Louis, MO, United States.

Recommended Citation

Krutilova P, Williams R, Morey R, et al. Gestational diabetes knowledge improves with interactive online training modules. BMC Med Educ. 2024;24(1):977. Published 2024 Sep 9. doi:10.1186/s12909-024-05969-z

Abstract

Background:The risk of developing type 2 diabetes mellitus (T2DM) is up to 50% among women with gestational diabetes mellitus (GDM). However, diabetes education during and after pregnancy is limited. To bridge this gap, our team developed four training modules on GDM for nurses and community health workers. This pilot study assesses changes in knowledge, self-efficacy for providing diabetes education, attitudes, and intentions to recommend diabetes prevention before and after training completion.

Methods:Interactive online modules were disseminated to clinical staff providing care for women with GDM in the United States. Optional pre- and post-training surveys were conducted to gauge the effectiveness of the modules. GDM knowledge (scoring 0-100) was evaluated with a 23 question assessment with total score and individual module scores reported [(# correct/# total)*100]. Self-efficacy for providing diabetes education (scoring 1-10) was evaluated with a 15-question survey and intention to recommend diabetes prevention (scoring 1-5) was assessed with an 8-item survey. Attitudes were assessed with three subscales of the Diabetes Attitude Scale (scoring 1-5). Changes in scores on each scale before and after training are reported using non-parametric Wilcoxon matched-pair signed rank tests.

Results:Eighty-two individuals completed baseline evaluation and 20 individuals accessed all modules and completed post-training assessments. Among those completing the training, improvement was noted in GDM knowledge [56.5 (16.0) v. 78.3 (22.0), p < 0.001], self-efficacy for providing diabetes education [6.60 (2.73) v. 9.33 (0.87), p < 0.001], attitudes toward the value of tight control [4.07 (0.79) v. 4.43 (0.86), p = 0.003], and intentions to recommend diabetes prevention measures [4.81 (0.63) v. 5.00 (0.00), p = 0.009)].

Conclusions:Completion of our interactive online modules improved knowledge, intention to recommend diabetes prevention, self-efficacy to provide diabetes education, and attitudes toward the value of tight control among individuals caring for women with GDM.

Trial registration:This study was registered at clinicaltrials.gov, identifier: NCT04474795 .

Document Type

Article

PubMed ID

39251972