{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,26]],"date-time":"2026-10-26T21:55:17Z","timestamp":1793051717448,"version":"4.5.0"},"reference-count":50,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2013,1,3]],"date-time":"2013-01-03T00:00:00Z","timestamp":1357171200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Diabetes Metabolism Res"],"published-print":{"date-parts":[[2013,2]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Diabetes education can improve the quality of care of people with diabetes, but many organizations are not equipped to manage its implementation. Involving people with diabetes in the education process can overcome the problem. Thus, we compared clinical, metabolic and psychological outcomes in people with type 2 diabetes 1\u2009year after attending a structured diabetes education programme implemented by professional educators <jats:italic>versus<\/jats:italic> the same programme implemented by trained peers with diabetes that also provided ongoing peer support.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>People with type 2 diabetes (25\u201375\u2009years) were randomly assigned to attend a 4\u2010week structured diabetes education course delivered by professional educators (control) or previously trained peers (peer). Peers also received continuing psychological support, including examples on how to apply diabetes knowledge in daily life via weekly peer cellular phone calls and bimonthly face\u2010to\u2010face interviews in small groups (ten patients), using a structured questionnaire related to the patient's clinical, metabolic and psychological progress. Identical outcome data from both groups were used for follow\u2010up.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Both groups had a comparable positive effect on clinical, metabolic and psychological indicators immediately following the programme. Over the following year, peer\u2010educated subjects had lower A<jats:sub>1C<\/jats:sub> and systolic blood pressure and showed higher adherence to physical activity and better control of hypoglycaemic episodes.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>The non\u2010inferiority of the peer outcomes and the mentioned improvements in this group suggest that volunteer trained peer educators and ongoing support can be successful. This approach provides an effective alternative method of education, especially in areas with limited availability of professionals and economic resources. Copyright \u00a9 2012 John Wiley &amp; Sons, Ltd.<\/jats:p><\/jats:sec>","DOI":"10.1002\/dmrr.2368","type":"journal-article","created":{"date-parts":[[2012,11,20]],"date-time":"2012-11-20T03:11:55Z","timestamp":1353381115000},"page":"152-160","source":"Crossref","is-referenced-by-count":71,"title":["Type 2 diabetes patients educated by other patients perform at least as well as patients trained by professionals"],"prefix":"10.1002","volume":"29","author":[{"given":"Juan Jos\u00e9","family":"Gagliardino","sequence":"first","affiliation":[{"name":"CENEXA \u2013 Centro de Endocrinolog\u00eda Experimental y Aplicada (UNLPCONICET La Plata, Centro Colaborador de la OPS\/OMS en Diabetes) Facultad de Ciencias M\u00e9dicas, UNLP  La Plata Argentina"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Viviana","family":"Arrechea","sequence":"additional","affiliation":[{"name":"Centro para la Educaci\u00f3n Terap\u00e9utica \u2018Bernardo A. 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