How do patients search for health information online? 

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Rheumatic musculoskeletal diseases (RMD) have an important impact on quality of life, and represent an economic burden to society. EULAR – The European Alliance of Associations for Rheumatology – has emphasised the role of patient empowerment through education.¹ 

Focus on nurse-led clinics 

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EULAR – The European Alliance of Associations for Rheumatology – believe that nurses are an important part of the healthcare team, especially for providing evidence-based care and endorsing shared decision-making in consultation with the patient. This is also important considering the shortage of rheumatologists in Europe, which means delegation is necessary. EULAR recommendations on the role of the nurse in the management of chronic inflammatory arthritis cover the contribution of rheumatology nursing in needs-based patient education, satisfaction with care, timely access to care, disease management, efficiency of care, psychosocial support and the promotion of self-management.¹  

The power to reach patients 

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When receiving a diagnosis of a rheumatic musculoskeletal disease (RMD), people need a lot of information. Some need it all at once, while others may prefer to receive it in smaller portions or like to spread it out. This can mean that rheumatologists and other healthcare professionals do not always know how best to support patient education.  

For both men and women without a Bachelor’s degree (BA), a new study in JAMA Health Forum found that mortality between 2011-2023 was markedly higher than would have been expected had death rates from 2006-2010 continued. Among 564,855 excess deaths in 2023 alone, 481,211 occurred among people without a BA—a 26 percent increase in mortality among this population, compared to pre-2010 trends. In contrast, mortality only increased by eight percent among people who received a BA. 

Dialogic pedagogy has been highly valued and promoted in classrooms globally over the past few decades. However, there persists a stereotype that view Chinese classrooms as authoritative and full of rote learning. A new study has systematically reviewed several dialogue-based teaching interventions implemented in Chinese elementary and secondary schools. This review suggests that these interventions were mostly integrated with school subject fields and exert both cognitive and noncognitive effects on Chinese students