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As effective patient education needs to be patient-centered and tailored to individual educational needs [ 9], it is essential to assess the educational needs of patients before giving a specific type of education.
On a more individual level, Tumosa et al. [ 70] described a programme of rural education that requires participants to complete a survey to assess individual educational needs.
The DENAT has demonstrated its ability to identify individual educational needs of Dutch patients with RA.
Future examination of this teaching skills intervention could examine which of these individual educational needs are improved upon by the intervention.
Given the emphasis on patient-centred health care [ 24] and tailor-made educational programmes [ 8, 9], the identification of individual educational needs becomes imperative.
Conversely, trainees should take more responsibility for the content of ES as their attachments progress, particularly as the time belongs to them and should be tailored to their individual educational needs.
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Such calls include negotiation of personal development plans tailored to individual educational need and context-sensitive learning activities.
Consequently recommendations have been made for patient education to be more patient-centred and tailored to address individuals' educational needs [ 10].
Tailor-made patient education requires good insight into the individual's educational needs.
Teachers believed that to foster these relationships it was important to find out about students' individual educational and pastoral needs and make efforts to tailor the teaching to those needs.
This is not to improve academic attainment, but to help with a move from teacher-directed to student-centred approaches that aim to meet individual pupils' diverse educational needs, and to develop critical thinking and collaborative approaches.
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