摘要目的 观察基于微课堂强化教育对2型糖尿病患者的效果.方法 选择威海市文登区自愿参与本研究的糖尿病患者123例按随机数字表法分为观察组62例和对照组61例.观察组采用基于微课堂的培训模式,给予患者饮食、运动干预,并利用微信完成随访服务,1次/月;饮食干预方案采用低能量摄入疗法,将每日热量的摄入减少15％,尽量选择低生糖指数的食品;运动干预方案选用有氧运动结合适当力量性训练;通过微课堂将讲课内容提前进行录音,讲课时通过微信推送讲课语音,对知识重点内容同时推送图片、文字和视频,进行自我监测和记录并每周通过微信反馈.对照组给予常规健康讲座的形式进行糖尿病防治知识教育,采用电话回访的方式完成随访服务.开展1年后,比较两组干预前后的FBG、HbA1 c、TC、TG、LDL-C、糖尿病知识掌握情况.结果 干预1年后,两组患者的FBG、HbA1 c、TC、TG、LDL-C比干预前降低,干预后两组患者的FBG、HbA1 c、TC、TG、LDL-C比较,差异均有统计学意义(均P<0.01);与干预前相比,干预后两组患者的糖尿病知识有所提高,差异有统计学意义(P<0.01).结论 基于微课堂的强化教育方案能明显提高2型糖尿病管理患者的干预效果.

abstractsObjective To observe the effect of microcourse-based intensive education program on patients with type 2 diabetes mellitus. Methods A total of 123 patients with diabetes who volunteered to participate in this study in Wendeng district of Weihai city were divided into observation group with 62 cases and control group with 61 cases by random number table method. The observation group established a training model based on micro-classroom, and the patients were given the diet and exercise intervention, and the follow-up service with WeChat, once per month. The diet intervention program adopted low-energy-intake therapy to reduce the daily calorie intake by 15％ and foods with low glycemic index was preferred. The exercise intervention program chose aerobic exercise combined with appropriate strength training. The lectures would be recorded in advance through the micro-class, and the lectures would be pushed through WeChat, and the key contents of the knowledge would be pushed through images, text and video. Self-monito-ring and recording was conducted and was feedbacked weekly through WeChat. The control group were given the routine health lecture to release the diabetes-prevention and control knowledge education, and the follow-up service was comple-ted by telephone return visit. After 1 year, the knowledge of FBG, HbA1c, TC, TG, LDL-Cand diabetes were com-pared between the two groups. Results After 1 year, the FBG, HbA1c, TC, TG and LDL-C of the two groups were lower than those before intervention. FBG, HbA1c, TC, TG and LDL-C were compared between the two groups after intervention, and the differences were statistically significant (P<0. 01). The knowledge of diabetes was improved af-ter intervention, and the differences were statistically significant ( P<0. 01 ) . Conclusions The enhanced education scheme based on micro-classroom can significantly improve the intervention effect of patients with type 2 diabetes man-agement.