Endocrine Abstracts

Introduction: Therapeutic education is one of the cornerstones in the management of various chronic diseases in children and adults. Several models of therapeutic education have been well developed (obesity, type 1 diabetes…); nevertheless, it remains less common and less developed in certain endocrine diseases. The purpose of this work is to present the therapeutic approach designed for children requiring treatment with growth hormone.

Materials and method: It is an interactive educational educational approach focused on patients requiring growth hormone therapy (intrauterine growth retardation, growth hormone deficiency, Turner and Prader-Willi syndrome, certain bone diseases, and children with chronic renal failure), performed at the level of the therapeutic education unit of the Department of Endocrinology, Diabetes and Metabolic Diseases at Arrazi Hospital - CHU Med VI of Marrakech -. This unit has 3 rooms of two beds each, a room of therapeutic education which presents a site of exchange between the child, his family and the attending physician. The program being 2 days including the reception of the patient, the presentation of the program, various thematic workshops and educational topos (definition of the pathology, technique and sites of injection and conservation…) aiming at the acquisition of the skills of know that to know how to act technical regarding the management of the disease and its treatment.

Results: The sessions (workshops, modules) of therapeutic education include the collection of needs and expectations with respect to growth, the definition of the pathology and therapeutic options, the demonstration of the different types of pens by the doctor, the phase of initiation of treatment with assessment of technical skills (pen manipulation). A phase of clinico-biologico-radiological monitoring of the treatment, carried out using a specially elaborated grid (3, 6 months\.), with a synthesis interview on the clinical results of the treatment on the growth (speed of growth expressed in cm/yr, compliance with treatment with IGF-1, with the analysis of growth-specific quality of life questionnaires).

Conclusion: The doctor’s role is no longer limited to the treatment of the patient alone, but rather to his autonomy from his chronic illness; this by learning the technical skills of handling the pen to the child and his family to promote better compliance and subsequently a quality of life of the child.