Differential effect of a patient-education transition intervention in adolescents with IBD vs. diabetes

Silke Schmidt*, Henriette Markwart, Franziska Bomba, Holger Muehlan, Annette Findeisen, Martina Kohl, Ingo Menrath, Ute Thyen

*Corresponding author for this work
1 Citation (Scopus)


Patient education programs (PEPs) to improve disease management are part of standard and regular treatment in adolescents with diabetes. In Germany, youth with inflammatory bowel disease (IBD) receive individual counseling but not PEPs in group settings. Generic PEPs have been developed in order to improve transition from child-centered to adolescent health services. The aim of the study was to investigate the effects of a transition-oriented PEP on quality of life (QoL) and self-management in young patients with IBD (PEP naive), compared to patients with diabetes (familiar with PEPs). A 2-day transition workshop was oriented at improving psychosocial skills and addressed both generic as well as specific aspects of the condition. A controlled trial on the outcomes of a generic transition-oriented PEP was conducted in 14- to 20-year-old patients with IBD (n = 99) and diabetes (n = 153). Transition competence and QoL were assessed at baseline and 6-month follow-up. Results show that the intervention lead to a significant increase in QoL only in patients with IBD. The PEP significantly improved transition competence in both groups, however to a higher extent in subjects with IBD. Conclusion: Transition-oriented PEPs can have differential effects in different patient groups. However, this needs further longitudinal investigations.

Original languageEnglish
JournalEuropean Journal of Pediatrics
Issue number4
Pages (from-to)497-505
Number of pages9
Publication statusPublished - 16.01.2018

Research Areas and Centers

  • Academic Focus: Center for Brain, Behavior and Metabolism (CBBM)


Dive into the research topics of 'Differential effect of a patient-education transition intervention in adolescents with IBD vs. diabetes'. Together they form a unique fingerprint.

Cite this