332 There is no correlation between heart failure patietns knowledge and their reactions

Heart failure remains a disease with poor prognosis despite the therapeutic advances of recent decades and the implementation of therapeutic education programs. Most programs of therapeutic patient education are focused on improving knowledge of patients regarding their disease or therapy. But according to the WHO definition, educational therapy aims to help patients live better with their illness. We therefore wanted to determine whether a link exists between knowledge of patients estimated by a questionnaire and its reflexes analyzed through clinical cases.We included 398 patients with systolic heart failure who received a therapeutic education between 2003 and 2008. The program involved an educational diagnosis individual and collective training sessions about the disease, sessions to learn how to react in case of emergency and in every day life, physical self rehabilitation and good nutrition. During this educational process, patients filled a questionnaire initial knowledge of 50 questions (True False) associated with open questions (Q1) and an identical questionnaire at the end of training (Q2) and one year it (Q3). They filled a clinical case assessment after the initial education sessions and one year thereafter.The average age of patients was 65 (± 4), LVEF of 34 (± 4), the average BNP of 235 (± 346). Performance is correct initial questionnaire (7% of correct answers). During the educational session patients significantly increase their average performance on test of knowledge with an increase of almost 20%. There is no correlation between the scores of knowledge questionnaires and clinical cases performance that either the initial questionnaire, after training or one year later (respectively R 0.2; 0,05,0023 all NS).There no impact of age in our cohort.ConclusionThere is no correlation between the answers to test reflexes and knowledge of heart failure patients tested through clinical cases. It is therefore advisable not to confine itself to the use of knowledge tests for the evaluation of therapeutic education programs