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Translating the Diabetes Prevention Program Into Practice

A Review of Community Interventions

From the School of Public Health, Division of Epidemiology and Community Health, University of Minnesota, Minneapolis.

Correspondence to Lindsey Jackson, University of Minnesota School of Public Health, Department of Epidemiology and Community Health, 1300 S. Second Street, Suite 300, Minneapolis, MN 55454-1015 (jacks626{at}umn.edu).

Purpose

The purpose of this review is to summarize community interventions based on the National Institutes of Health (NIH) Diabetes Prevention Program (DPP) curriculum and to describe differences in curriculum and its effect on outcome measurements.

Methods

A keyword search of PubMed and review of citation lists of relevant articles yielded 161 articles. Primary outcomes of interest were achievement of the DPP study goals: 5% to 7% loss of body weight and increased moderate physical activity to at least 150 minutes per week. A secondary outcome of improvement in metabolic syndrome components was also included. Inclusion criteria included application of a DPP-based curriculum to a community setting and publication in English.

Results

Seven articles were included in the review. Interventions were conducted across a variety of settings. All showed a significant amount of weight loss immediately following a DPP-based curriculum, varying in length from 6 to 24 weeks. Three held significance by 12 months. Two articles reported on physical activity improvements. Two articles reported improvement in metabolic syndrome components.

Conclusion

Although the most effective intervention for type 2 diabetes prevention may not yet be identified, DPP-based interventions show promise for long-term sustainability. The DPP intervention is effective in treating overweight and obesity across a variety of settings and thus may prevent chronic diseases in which overweight and obesity are risk factors. Public health practitioners can use this successful intervention to help individuals lead healthier lives.

The Diabetes Educator, Vol. 35, No. 2, 309-320 (2009)
DOI: 10.1177/0145721708330153


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