Should group education classes be separated by type of diabetes?

A lthough the rising prevalence of type 2 diabetes and economic factors have resulted in more group diabetes education (1–4), little research has examined the effective use of group education or composition of groups. Regardless of group or individual education format, attention to individual learning needs through assessment of attitudes, health beliefs, motivation, and levels of self-care remain critical to tailoring programs to the adult learner. To maximize the benefit of the group format, educators must identify commonalities among group members to foster engagement and participation (5); however, this process can be difficult if participants vary in type of diabetes. In clinical practice, emphasis is typically on filling classes without attention to homogeneity; thus, assessing and addressing the needs of each group participant can be difficult (6). In this study, we examined whether adults with type 1 or type 2 diabetes requiring diabetes education differ in medical treatment issues, lifestyle, self-management, and psychosocial characteristics that may impact how they are educated in groups.