The present report aims to assess the impact of a tutor in the implementation of a psychosocial model of education in bipolar patients.
The protocol is based on the abbreviated version of the bipolar disorder program of the Barcelona Hospital Clinic, which consists of eight sessions of psychoeducation on a weekly basis. Two groups of bipolar I patients from the Psychiatric University Clinic of the University of Chile were randomly chosen. In one group (group I) the usual program was applied, while in the other (group II), a tutor was incorporated to the sessions.
Both groups uphold euthymic scores at the end of the eight sessions (HAM-D < 8 y YMRS < 4). The application of the Moorhead-Ardelt test in Group I showed a mean index of +0.479, which suggests a good impression of their actual state, while the subjects from group II (with tutor) showed an average of +0.666, which indicates a better appreciation of their state at the end of the sessions.
In regard to OQ-45.2, Group I showed favorable results, with six of twelve subjects, with significant statistical scores (p< 0.05). In group II, four of nine subjects presented significant statistical scores for positive change, which in average is slightly superior to group I scores.
After a five months follow up, the tutor group had a better evolution; seven out of nine patients were euthymic, while in the group without a tutor, only five out of twelve patients were able to maintain these clinical conditions.