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Original Article
Does seeking knowledge of depression make a difference? A randomized study to examine the efficacy of psychoeducational intervention with patients suffering from non-psychotic depression
Adel Gabriel
FRCPC, MSc, DPIP, DPM, DTM & H, Consultant & Clinical Associate Professor, Departments of Psychiatry and Community Health Sciences, University of Calgary.

Article ID: 100001P12AG2015

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Dr. Adel Gabriel
2000 Pegasus Rd NE
Calgary T2E 8K7
Phone: 403 291 9122
Fax: 403 717 2899

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How to cite this article
Gabriel A. Does seeking knowledge of depression make a difference? A randomized study to examine the efficacy of psychoeducational intervention with patients suffering from non-psychotic depression. Edorium J Psychiatry 2015;1:1–10.

Aims: The primary objective of the study is to assess the efficacy of a systematic patient-centered psychoeducation program on knowledge seeking of depression and on the clinical outcomes, in patients with non-psychotic major depressive disorder.
Method: 52 consenting patients with confirmed diagnosis of major depression were randomly assigned to a group (n = 32) who received systematized psychoeducation for depression, and to a waiting group (n = 20) who received standard care. The intervention group received systematic education consisting of (i) Reading material, "depression manual", and (ii) individual or groups educational sessions. The primary clinical outcome measures included the clinician rated quick inventory of depressive symptomatology (QIDS-C) and the self-rated quick inventory of depressive symptomatology (QIDS-SR). Patients in both groups completed QIDS-SR, and the knowledge seeking behavior instrument (KSI), at baseline, at 4th, 8th and 12th weeks.
Results: At 12th week, there was significant (p< 0.01) reduction in the (QIDS-CR) and the (QIDS-SR) scores in both the intervention and waiting group patients. However, there were significant differences between the two groups, with the superiority for the intervention group in reduction of depressive symptoms. The number of hours spent in knowledge seeking as measured by the (KSI), correlated negatively with the scores of QIDS-SR, and QIDS-CR.
Conclusion: Systematized education may lead to significant reduction in clinical symptomatology, and to improved knowledge seeking behavior.

Keywords: Clinical outcomes, Depression, Psychoeducational methods, Seeking knowledge

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Author Contributions:
Adel Gabriel – Substantial contributions to conception and design, Acquisition of data, Analysis and interpretation of data, Drafting the article, Revising it critically for important intellectual content, Final approval of the version to be published
Guarantor of submission
The corresponding author is the guarantor of submission.
Source of support
Conflict of interest
Authors declare no conflict of interest.
© 2015 Adel Gabriel. This article is distributed under the terms of Creative Commons Attribution License which permits unrestricted use, distribution and reproduction in any medium provided the original author(s) and original publisher are properly credited. Please see the copyright policy on the journal website for more information.

About The Author

Adel Gabriel is Clinical Associate Professor Departments of Psychiatry and Community Health Sciences, Cummings School of Medicine University of Calgary, Canada. He is a Distinguished Fellow of the American Psychiatric Association, and Fellow of the Canadian Psychiatric Association. He obtained undergraduate medical qualification from Cairo University, completed postgraduate training in Psychiatry at the Princess Royal University Hospital in South London, and the Institute of Psychiatry, London University, received a Masters in Medical Education from University of Calgary. His scholarly research interests is in mood and anxiety disorders and adult ADHD. He has more than 30 peer reviewed papers and reviews, in these areas of expertise.

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