– Poor communication results in 19% higher risk of non-adherence
– Good communication results in 2.16-fold greater patient adherence
– Communication training results in 1.62-fold greater patient adherence
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This is an exciting study.
What I'm wondering is how did authors neutralize significant variation between quality and value inside each educational/learning format? We know that no technology/format can compensate for not the best learning design; that well-designed lecture or even printed book will be more valuable than not so well designed technology-enhanced activity.
I'm also wondering can we map the discussion with a patient and changes that follow with the Transtheoretical Stages of Change model (Prochaska). I'm wondering how the follow-up stages were supported?
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