Acta Neurol Belg. 2025 Sep 26. doi: 10.1007/s13760-025-02900-1. Online ahead of print.
ABSTRACT
Parkinson’s disease is the second most common neurodegenerative disease, characterized by both motor symptoms (MS) and non-motor symptoms (NMS). While MS have traditionally been the primary focus of treatment and research, NMS significantly contribute to disease burden. However, knowledge regarding NMS in Parkinson’s patients seems particularly lacking. Educational interventions have previously shown a positive effect on health outcomes in chronic illnesses such as Alzheimer’s disease and diabetes, warranting investigation into their impact on NMS in Parkinson’s disease. We conducted a systematic review to evaluate whether education interventions on non-motor symptoms (NMS) in Parkinson’s disease (PD) patients contribute to better disease outcomes. Education interventions showed significant effects on various patient-reported and physician-reported outcomes, including quality of life, motor symptoms, depression, fatigue, adherence to treatment, acceptance of diagnosis, satisfaction with care, psychosocial adjustment, and independence in activities of daily living. Some effects were temporary, implying the need for booster sessions in future education interventions. There was limited focus on the direct impact of education interventions on NMS other than depression and anxiety. No studies directly compared different education interventions, preventing conclusions on which type of intervention leads to the best outcome. In conclusion, education interventions on NMS in PD have significant effects on disease outcomes. Future research should determine the optimal timing for booster sessions and further investigate their impact on NMS beyond depression and anxiety. Direct comparisons between different education interventions are needed to identify the most effective approach.
PMID:40999308 | DOI:10.1007/s13760-025-02900-1
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