This study examined whether patients attending cardiac rehabilitation (CR) based on the pedagogical strategy learning and coping (LC) led to improved health-related quality of life (HRQL), reduced symptoms of anxiety and depression and improved self-management 6 and 12 months after the completion of CR compared with patients attending CR based on the pedagogical strategy 'Empowerment, Motivation and Medical Adherence' (EMMA). A pragmatic cluster-controlled trial of two pedagogical strategies, LC and EMMA, including 10 primary health care settings and 555 patients diagnosed with ischaemic heart disease and referred to CR between August 2018 and July 2019 was conducted. In total, 312 patients replied to the questionnaires collected at baseline, 12 weeks, 6 months and 12 months after completing CR. Linear regression analyses adjusted for potential confounder variables and cluster effects were performed. We found clinically relevant and statistically significant improvements in HRQL, anxiety, depression and self-management after completing CR. The improvements were sustained at 6 and 12 months after the completion of CR. We found no differences between the two evidence-based patient education strategies. In conclusion, this study supports the use of evidence-based patient education strategies, but there is no evidence to suggest that one pedagogical strategy is superior to the other.

中文翻译：

---

心脏康复：教学教育策略对患者报告的长期结果具有积极影响。

本研究调查了接受基于学习和应对 (LC) 教学策略的心脏康复 (CR) 的患者是否能够改善健康相关的生活质量 (HRQL)、减少焦虑和抑郁症状并改善 6 个月和 12 个月的自我管理根据“赋权、动机和医疗依从性”(EMMA) 教学策略，完成 CR 后与接受 CR 的患者进行比较。对 LC 和 EMMA 两种教学策略进行了一项实用的整群对照试验，试验对象包括 10 个初级卫生保健机构和 2018 年 8 月至 2019 年 7 月期间诊断为缺血性心脏病并转诊至 CR 的 555 名患者。总共有 312 名患者回答了在完成 CR 后的基线、12 周、6 个月和 12 个月时收集的问卷。进行了针对潜在混杂变量和集群效应进行调整的线性回归分析。我们发现完成 CR 后，HRQL、焦虑、抑郁和自我管理方面出现了临床相关且具有统计学意义的显着改善。CR 完成后 6 个月和 12 个月持续改善。我们发现两种循证患者教育策略之间没有差异。总之，本研究支持使用基于证据的患者教育策略，但没有证据表明一种教学策略优于另一种。