Diabetes education: Integrating theory, cultural considerations, and individually tailored content

Abstract

This article offers a set of principles for improving current practice with respect to designing DSME programs. Physicians using such programs should ask whether they are based on similar principles; the mere inquiry may improve the services that patients receive. These principles have been used in theory-based DSME programs at academic medical settings, widely employed in other mainstream health behavior change programs (e.g., smoking cessation, cancer screening, and substance abuse treatment programs), and will prove worthwhile in mainstream clinical and community-based DSME programs as well. Their use should result in the widespread availability of DSME programs that are highly effective, as well as a strong knowledge base regarding how and why they are effective.