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Problem-Based Learning Could Tackle the Issue of Insufficient Education and Adherence in People Living With HIV/AIDS

Background: Poor medication adherence is still the main cause of antiretroviral therapy (ART) failure among people living with HIV/AIDS (PLWHA). Effective behavioral interventions are needed to improve HIV awareness and medication adherence. Methods: In this retrospective cohort study, we assessed t...

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Autores principales: Zhang, Yang, Xu, Guangyong, Hou, Jianhua, Shi, Peirong, Chang, Suhua, Wu, Amos, Song, Aixin, Gao, Meixia, Cheng, Xiangpu, Cui, Dan, Wu, Hao, Huang, Xiaojie, Shi, Jie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6716138/
https://www.ncbi.nlm.nih.gov/pubmed/31507409
http://dx.doi.org/10.3389/fphar.2019.00901
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author Zhang, Yang
Xu, Guangyong
Hou, Jianhua
Shi, Peirong
Chang, Suhua
Wu, Amos
Song, Aixin
Gao, Meixia
Cheng, Xiangpu
Cui, Dan
Wu, Hao
Huang, Xiaojie
Shi, Jie
author_facet Zhang, Yang
Xu, Guangyong
Hou, Jianhua
Shi, Peirong
Chang, Suhua
Wu, Amos
Song, Aixin
Gao, Meixia
Cheng, Xiangpu
Cui, Dan
Wu, Hao
Huang, Xiaojie
Shi, Jie
author_sort Zhang, Yang
collection PubMed
description Background: Poor medication adherence is still the main cause of antiretroviral therapy (ART) failure among people living with HIV/AIDS (PLWHA). Effective behavioral interventions are needed to improve HIV awareness and medication adherence. Methods: In this retrospective cohort study, we assessed the effect of problem-based learning (PBL) approaches to HIV-related education and adherence outcomes among PLWHA and a college student sample. In our study, compared with 309 demography-matched control participants using conventional counseling methods (109 PLWHA and 200 college students), 321 subjects (111 PLWHA and 210 college students) chose to learn HIV-related knowledge via PBL-integrated methods. Co-primary outcomes were self-administered questionnaire after HIV-related education by all participants and self-reported medication adherence by newly diagnosed PLWHA, measured in terms of the number of missed doses in the past week at each of the seven visits during a 1-year period. Multivariate regression models adjusting different covariates were used to test the robustness of HIV awareness and adherence association. Mediation model was used to investigate the relationship among PBL training, awareness of HIV, and ART adherence. Results: The knowledge scores of participants in the PBL group were higher than those in the controls (P = 0.001), especially the subgroup of newly diagnosed PLWHA in the PBL group (P = 0.001). The HIV-related health scores of the PBL college students were also higher than those of subjects exposed to conventional education (P < 0.001). There was no significant difference between the two by newly diagnosed PLWHA groups in the number of missed doses during the past week at each visit except at the first follow-up visit (P = 0.018). The indirect effect of PBL-integrated education on ART adherence at the 2-week visit through HIV awareness had a point estimate of 0.0349 and a 95% bias-corrected bootstrap confidence interval of 0.0061∼0.0874 in newly diagnosed PLWHA. Conclusions: PLWHA and college students using PBL showed improved awareness of HIV and higher levels of recent ART adherence; however, there was no change in long-term ART adherence in newly diagnosed PLWHA.
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spelling pubmed-67161382019-09-10 Problem-Based Learning Could Tackle the Issue of Insufficient Education and Adherence in People Living With HIV/AIDS Zhang, Yang Xu, Guangyong Hou, Jianhua Shi, Peirong Chang, Suhua Wu, Amos Song, Aixin Gao, Meixia Cheng, Xiangpu Cui, Dan Wu, Hao Huang, Xiaojie Shi, Jie Front Pharmacol Pharmacology Background: Poor medication adherence is still the main cause of antiretroviral therapy (ART) failure among people living with HIV/AIDS (PLWHA). Effective behavioral interventions are needed to improve HIV awareness and medication adherence. Methods: In this retrospective cohort study, we assessed the effect of problem-based learning (PBL) approaches to HIV-related education and adherence outcomes among PLWHA and a college student sample. In our study, compared with 309 demography-matched control participants using conventional counseling methods (109 PLWHA and 200 college students), 321 subjects (111 PLWHA and 210 college students) chose to learn HIV-related knowledge via PBL-integrated methods. Co-primary outcomes were self-administered questionnaire after HIV-related education by all participants and self-reported medication adherence by newly diagnosed PLWHA, measured in terms of the number of missed doses in the past week at each of the seven visits during a 1-year period. Multivariate regression models adjusting different covariates were used to test the robustness of HIV awareness and adherence association. Mediation model was used to investigate the relationship among PBL training, awareness of HIV, and ART adherence. Results: The knowledge scores of participants in the PBL group were higher than those in the controls (P = 0.001), especially the subgroup of newly diagnosed PLWHA in the PBL group (P = 0.001). The HIV-related health scores of the PBL college students were also higher than those of subjects exposed to conventional education (P < 0.001). There was no significant difference between the two by newly diagnosed PLWHA groups in the number of missed doses during the past week at each visit except at the first follow-up visit (P = 0.018). The indirect effect of PBL-integrated education on ART adherence at the 2-week visit through HIV awareness had a point estimate of 0.0349 and a 95% bias-corrected bootstrap confidence interval of 0.0061∼0.0874 in newly diagnosed PLWHA. Conclusions: PLWHA and college students using PBL showed improved awareness of HIV and higher levels of recent ART adherence; however, there was no change in long-term ART adherence in newly diagnosed PLWHA. Frontiers Media S.A. 2019-08-21 /pmc/articles/PMC6716138/ /pubmed/31507409 http://dx.doi.org/10.3389/fphar.2019.00901 Text en Copyright © 2019 Zhang, Xu, Hou, Shi, Chang, Wu, Song, Gao, Cheng, Cui, Wu, Huang and Shi http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Pharmacology
Zhang, Yang
Xu, Guangyong
Hou, Jianhua
Shi, Peirong
Chang, Suhua
Wu, Amos
Song, Aixin
Gao, Meixia
Cheng, Xiangpu
Cui, Dan
Wu, Hao
Huang, Xiaojie
Shi, Jie
Problem-Based Learning Could Tackle the Issue of Insufficient Education and Adherence in People Living With HIV/AIDS
title Problem-Based Learning Could Tackle the Issue of Insufficient Education and Adherence in People Living With HIV/AIDS
title_full Problem-Based Learning Could Tackle the Issue of Insufficient Education and Adherence in People Living With HIV/AIDS
title_fullStr Problem-Based Learning Could Tackle the Issue of Insufficient Education and Adherence in People Living With HIV/AIDS
title_full_unstemmed Problem-Based Learning Could Tackle the Issue of Insufficient Education and Adherence in People Living With HIV/AIDS
title_short Problem-Based Learning Could Tackle the Issue of Insufficient Education and Adherence in People Living With HIV/AIDS
title_sort problem-based learning could tackle the issue of insufficient education and adherence in people living with hiv/aids
topic Pharmacology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6716138/
https://www.ncbi.nlm.nih.gov/pubmed/31507409
http://dx.doi.org/10.3389/fphar.2019.00901
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