Changing Patient Perceptions of MTM: Determining an Effective Method of Education
Background: Medication Therapy Management (MTM) is a vital resource in reducing medication nonadherence, yet many individuals who are eligible for MTM services are unaware of what MTM is and how to enroll. Little is known about how to best educate patients on MTM services and its benefits. Objective: To determine the difference between in-person education community education versus brochure community education on MTM services on perceptions of and enrollment in MTM services. Methods: A pre-post quasi experimental study, where patients were allocated to receive information about MTM through an educational brochure or an in-person education session and completed survey assessments pre- and post-intervention, was conducted at a federally-qualified health center. Patients who were ages 18 years or older, MTM-eligible, and had received no prior MTM service were eligible to participate. Changes in patient perceptions of and enrollment in MTM from pre- to post-intervention were assessed by survey instruments developed for this study. Results: A total of 35 patients (brochure=25, in-person=10) were recruited for this study. Most participants (94.2%) either reported having never heard of MTM or not being sure if they had heard of MTM. There were no significant between-group differences on pre-survey questions or pre-post within-group changes (p>0.05). There were significant between-group differences on 11 post-assessment questions and MTM enrollment (p<0.05), with the in-person education group showing improved perceptions and greater enrollment. Conclusion: Patients remain largely unaware of MTM services; there is a need for education to increase awareness. Even though educating patients in a face-to-face context had a more positive impact on perceptions of MTM and enrollment in MTM, more research is needed regarding the best educational methods as it was difficult for patients to find time to attend an educational session.
Type: Student Project
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