Polycystic ovarian syndrome (PCOS) patient education – effectiveness of lecture series compared to providing patient with written materials for self-learning

Abstract

The purpose of this study was to determine the best method of providing education to patients seen in our RE practice and to evaluate the cost-effectiveness of providing a lecture series vs. giving patients self-learning packets. The topic selected for patient education was PCOS. Prospective study. Approximately 30% of the patients seen at our RE practice have PCOS. An education series consisting of 4 independent evening lectures presented over a period of 3 months on PCOS and its impact on health, nutrition, exercise and mental health were offered. Attendees completed a questionnaire to determine if the information was beneficial. Costs included advertising, speaker fees, handouts, refreshments, conference room fees, planning and administrative time. 40 patients with PCOS that didn't attend any of the series received a self-learning packet. This included an introductory letter, written PCOS information, a questionnaire and a stamped return envelope. Patients were asked to read the information and return the questionnaire by a set date. Costs associated with this included postage, handouts, planning and administration time. Approximately 120 patients are seen in our office weekly. The series was advertised through posters, handouts, our newsletter and the newspaper. Information about the series was also mailed to 4 local, private practices. Lecture #1 had 8 attendees, Lecture #2 had 7, Lecture #3 had 4, and Lecture #4 had 5. Of those, 11 patients attended only 1 lecture, 3 patients attended 2, 1 patient attended 3 and 1 attended all 4 lectures. Patients reported the presentation met their expectations. Of the 40 patients who received the self-learning packet, only 7 returned the questionnaires. They reported the information was helpful. 4 stated they would prefer their educational information from a website. Our results suggest that offering either lectures or self-learning packets are not cost effective ways of educating our patients. Patients faced with infertility and treatment can be overwhelmed with the commitments their treatment requires. Although patients may find the information beneficial, taking time to attend an optional offering may be the barrier to attendance. Although the self-learning packets would seem to eliminate that, based on the return rate this is also not an efficient use of our education money. Further analysis will be done to determine the best options.