Diabetes Mellitus: Assessment of Knowledge about Disease Before and after Implementing an Education Program
Bibliographic record
Abstract
Background: Provision of diabetes knowledge and awareness helps the diabetic patients take a better self-care, manage their disease well and identify symptoms of and prevent chronic complications. The purpose of this comparative study was to evaluate the knowledge that diabetic patients had about their disease before and after diabetes knowledge increasing sessions. Methods: We enrolled 166 patients of either gender and age 31-70 years- who attended diabetes OPD at a tertiary care hospital for having DM for 2 years or more. Only consent providing patients were enrolled. Using visual aid and published material education sessions were delivered. A 40 items (9 sub-sections) questionnaire was used to pre and post sessions knowledge. Results: The analysis of pre-session and post-session was tested using student’s t-test which revealed statistically very significant increase in all sub-sections of knowledge. The mean ± SD age was 51.09 ± 8.16 years. The patients’ knowledge regarding their disease increased significantly (p<0.05); especially considering the general topics concerning concept of the disease, physiopathology and treatment, physical activity and nutrition. The increase in knowledge after imparting the education/ awareness sessions ranged from 36% (Eating sub-section) to 114% (Special situations sub-section) of overall knowledge. Total mean score of knowledge increased from pre-session score 15.80 ± 3.387 to post-session score 28.03 ± 5.817 (p value 0.00059). Conclusion: Young age, male and upper socioeconomic status patients had more increase in mean scores.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".