Journal of Osteoporosis / 2018 / Article / Figbox 2

Research Article

The Impact of Multifaceted Osteoporosis Group Education on Patients’ Decision-Making regarding Treatment Options and Lifestyle Changes

Box 2

Different ways of practicing dialogue-based teaching during multidisciplinary GE.
All patients are engaged in the dialogue
 The nurse asks each patient about medical treatment:
 (i) What kind of medicine do you take?
 (ii) How do you take the medicine?
 (iii) Is it easy to remember?
 (iv) Do you experience side effects?
 (v) How do you feel about taking the medicine?
 All teachers systematically asked about specific individual characteristics, needs and knowledge at the beginning
 of the session or during the session:
 (i) Do you engage in exercise and what kind of exercise?
 (ii) Do you work?
 (iii) Do you have diseases like diabetes, food allergy or a poor appetite?
 (iv) Do you know why you have to be able to understand the DXA scan?
 The dietician and one of the patients outlined what this patient eats during a normal day with focus on calcium.
 This is followed by calculating the patient’s daily intake of calcium from food and calcium tablets and a dialogue
 involving all the patients with focus on:
  (i) How does this correspond with the recommendations?
One patient is engaged in the dialogue
 The physician sits next to one of the patients in the classroom in the presence of the other patients. The other patients
  are not invited to participate in the dialogue, but can listen and talk to each other. The physician has brought the
  patient’s DXA scan. The physician explains the result of the DXA scan to the patient. The patient and the physician
  talk about the interpretation of the patient’s DXA scan:
  (i) What the patient’s bone mineral density (-score) is and what this means for the patient.

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