Impact of educational interventions in therapy programs for people with schizophrenia (PwS): A systematic review

Not only antipsychotics, but also additional interventions, such as education, are essential in the treatment of individuals with schizophrenia. This study aims to assess the impact of educational interventions within therapy programs for people with schizophrenia (PwS). Eligible studies were identified through searches in two electronic databases, PubMed and Science Direct, as well as a manual search. The search encompassed specific terms, namely ("people with schizophrenia" OR "patients with schizophrenia") AND ("education" OR "knowledge") AND ("medication adherence" OR "medication compliance" OR "medication persistence"). The Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines were employed for this systematic review. A team of three reviewers conducted article screening for inclusion and data extraction. The selected studies' quality was assessed using the Cochrane Collaboration's tool for assessing the risk of bias in randomized trials. Out of 666 studies, only seven met the criteria for a full review, spanning the period from 2012 to 2022. Educational interventions for patients can take the form of either a component within a therapy program or a comprehensive psychoeducational program that targets the patient, their family, or caregiver. These interventions are delivered by various healthcare professionals, including therapists, researchers, psychiatrists, and pharmacists. The duration of each intervention varies, ranging from three to eight sessions, with each session lasting approximately 45 to 120 minutes. Educational interventions yield inconsistent outcomes in terms of improving adherence, quality of life, stigma, and insight. However, they demonstrate positive outcomes in cognitive and social functioning as well as knowledge scores. Limitations that influence study outcomes encompass variations in patient characteristics, methodologies, and measurement instruments. In the future, clinicians can utilize these findings as a reference for tailoring educational interventions based on individual patient needs and characteristics within clinical settings