ReviewPatient preference and adherence2026
A Conceptual Framework for Individualized Patient Education in Healthcare: A Scoping Review.
Review in Patient preference and adherence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Individualized patient education has received increasing attention as a strategy to improve patient engagement, self-management, and health outcomes. However, its definition, components, and implementation remain conceptually unclear. This scoping review aimed to synthesize existing evidence, clarify the concept of individualized patient education, and develop a conceptual framework by identifying its core dimensions and implementation approaches. Methods: This scoping review followed the Joanna Briggs Institute methodology and PRISMA-ScR guidelines. A comprehensive search was performed across Scopus, PubMed, Embase, Web of Science, CINAHL, PsycINFO, Google Scholar, and ProQuest databases from inception to November 2025. Studies addressing individualized patient education or related concepts were included regardless of study design. Data were synthesized using inductive thematic analysis. Results: Forty-two studies met the inclusion criteria. The synthesis revealed five interrelated dimensions that define the scope and process of individualized patient education: (1) comprehensive individual assessment, (2) collaborative planning and individualized goal setting, (3) development of individualized educational content, (4) flexible implementation of education, and (5) individualized evaluation, reinforcement, and follow-up. Importantly, the synthesis showed that individualization is not limited to adapting educational content; rather, it encompasses the entire educational process-from assessment and planning through delivery, evaluation, and follow-up-in response to patients' clinical, cognitive, psychological, cultural, and contextual characteristics and needs. Conclusion: By integrating these dimensions into a conceptual framework, this review clarifies the defining characteristics, processes, and components of individualized patient education. The framework conceptualizes individualized patient education as a multidimensional, patient-centered, and iterative process. It provides a coherent basis for research, the development of standardized interventions, and clinical practice in person-centered care.
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