3. Education details.

Study ID	Teaching attributes of training programmes used (staff and resource requirements, length of course, methods including whether e‐learning, asynchronous, synchronous or self‐directed, any follow‐up service or session).	Any knowledge assessment, including method used (Formative or summative)	Is the intervention part of a package of measures (e.g. diagnostic tools etc)?	Who or what is delivering the intervention	Resources required for the intervention to happen and who provides them	Access issues as reported on studies (disabilities, financial issues etc)
Berding 2017	A one‐off face‐to‐face seminar lasting for 2 days (day 1 lasted 8 hours and day 2 lasted 3.5 hours.). Synchronous   It was provided to batches of about 15 participants with about16 sessions held.   The intervention followed a manual written by gastroenterologists and a psychologist. It considered the aims and principles of self‐management patient education, the expertise of the project’s advisory board (gastroenterologists, a nutritionist, a surgeon, and representatives of medical societies), recommendations of a centre for patient education, and the results of a formative evaluation. A focus group of IBD patients also provided input about needs and expectations concerning patient education.	NR	No	Conducted by IBD physician specialists experienced in performing patient education. The second part on coping and self‐management skills was held by a psychologist.	A manual (protocol) written by gastroenterologists and a psychologist.	Patients with insufficient language skills, severe vision or hearing impairment, serious physical or psychological comorbidity were excluded.
Borgaonkar 2002	Asynchronous: to be read within 2 weeks   4 booklets	NR	No	Booklets	Booklets provided by the research team and developed by Crohn's and Colitis Canada	"These pamphlets are freely available to most IBD patients, irrespective of socioeconomic status and learning ability"
Cross 2019	Asynchronous as the IG received educational text messages which were based on materials from the Crohn’s and Colitis Foundation were delivered every other week for IG1 (TELE‐IBD EOW) and once weekly for IG2 (TELE‐IBD W)	Summative assessment (There was no continuous assessment or feedback during the intervention)   Participant knowledge was assessed with the Crohn’s and Colitis Knowledge (CCKNOW) survey the CCKNOW is a 30‐item questionnaire, with 1 point given for each correct answer.	No	Educational text messages which were sent to IGs mobiles. There was no mention of who was sending these messages.	Educational curriculum was developed based on materials from the Crohn’s and Colitis Foundation which was sent over phones.	NR
De Jong 2017	Asynchronous Educational component was in form of an interactive e‐learning module on various subjects, allowing participants to review modules when they or their health‐care providers considered it desirable.	NR	Yes, monitoring modules, which contained questions regarding disease activity, medication use etc. The system also included questions on biopsychosocial aspect of the disease like nutritional status, anxiety and social support. The system included intensified monitoring modules, outpatient visit modules, e‐learning modules, a personal care plan, and an administrator page used by the health‐care provider.	E‐learning modules	Access to computer, tablet, or smartphone	People without access to computer, tablet, or smartphone were excluded.
Jaghult 2007	The educational programme took place over 3 weeks (1 session per week for 2 hours).   The session was delivered to groups of 8 to 10 participants, and each participant was invited to bring a significant other of his/her own choice. Participants with CD and those with UC were divided into separate groups   Synchronous The sessions were face‐to‐face. In every session there was time to ask questions and to discuss personal experiences.   At the last session, the participants received a written summary of the contents of the education programme.	NR	No	A specialist nurse, gastroenterologist, dietician and medical social worker gave the lectures.   The specialist nurse worked as a co‐ordinator and attended every meeting.	The specialist nurse worked as a co‐ordinator for the project and attended every meeting.	Participants that did not have a good understanding of the Swedish language and those that could not complete a questionnaire.
Kennedy 2002	Patient‐centered consultations conducted by a clinician during which self‐management plans were negotiated and written in a guidebook.   It was a mixture of synchronous and asynchronous and participants were asked to telephone a specific number if they require an unscheduled appointment according to the circumstances listed in the guidebook.	NR	Yes, other components of the package included guided self‐management, direct access to services and patient‐centred approach to care.	Participants went through the guidebooks themselves and the clinicians wrote the self‐management plan in the guidebook during the consultation.	Clinicians were given a two‐hour training to empower them with the skills to deliver the intervention.	Inability to write in English
Moreau 2021	At least two health professionals per centre were trained to become ‘educators’, following 50 h (8 days) of training. All the educators performed at least 10 education sessions.   Synchronous It was a face‐to‐face session. The education programme lasted for 6 months.	Summative assessment Knowledge assessed using Étude randomisée et contrôlée évaluant l'impact du programme d'éducation (ECIPE) sub‐score pre‐ and post‐intervention. Raw scores were given for the pre‐test but not for the post test.	No	Education was performed by a dedicated staff (mainly nurses) who received 50 hours of training.	A scientific committee, including professionals from GETAID and a patients’ association, ‘Association François Aupetit (AFA)’, designed the specific education programme 'EDU‐MICI'.	Patients unable to communicate, understand, or participate in the educational programme, mainly for linguistic reasons were excluded.
Nikolaus 2017	The education programme was delivered through a standardised slide presentation.   The slide presentation lasted for at least 2 hours.   It was a mixture of synchronous and asynchronous methods. The education programme included a group session in which all participants asked questions and a contact for further individual questions (e.g. by telephone or email) was established.	NR	No	The education programme was delivered by either a certified nurse or the trial physician, who underwent a mandatory training programme beforehand to ensure standardised delivery of the programme training.	The interventions took place at the participating centres of the German National IBD Study Group (GISG).	NR
Oxelmark 2007	Nine different sessions (once a week, each session lasted for 1.5 hours) for about 3 months.   Synchronous: lecture sessions included time for questions and discussions. At the final session all participants were given the opportunity to ask additional questions or to discuss issues that had emerged during the lectures and the group therapy sessions.	NR	Yes. The other part was the group therapy session which has been described.	The lectures were presented by a gastroenterologist and specialist nurse.   The group therapy sessions in the present study were led by a medical social worker/psychotherapist.   The gastroenterologist, specialist nurse, and medical social worker/psychotherapist all participated in the final session.	NR	NR
Uran 2019	Asynchronous as the IG were able to access the educational material using an online website or for CG read colour‐printed books.	NR	No	Self‐study where patients had to read the material themselves via book or website.	NR	Those that were unable to use computer, internet and mobile phone.
Vaz 2019	IBD Pocket Guide was used in delivering the session.   The session lasted for 30 minutes.   Synchronous The participants met individually with the educator for the educational intervention session.	Summative assessment   IBD knowledge was assessed using the IBD Knowledge Inventory Device (The IBD‐KID)   It was used to evaluate pre‐post changes in overall knowledge and in 4 domains: gastro‐intestinal anatomy, general IBD knowledge, medications, and nutrition.	No	The session was delivered by an educator. No further information was given about the educator.	The IBD Pocket Guide (digital content)was developed specifically for this study and is inexpensive. It was created in collaboration with paediatric IBD specialists, psychologists, social workers, pharmacists, and parents of patients with IBD.	NR
Walkiewicz 2011	Blogs were posted twice weekly. Text messages were also sent out twice weekly.   Asynchronous	Disease‐related knowledge was assessed using a modified version of the Crohn's & Colitis Foundation of America (CCFA) Knowledge Score (I‐M‐AWARE)   Not enough information provided to determine whether it was summative or formative.	No	Content for the blogs and text messages were determined by paediatric and adult gastroenterologists specialising in IBD.	NR	NR
Waters 2005	The overall duration of the education programme was 12 h, provided in 3 h blocks over four consecutive weeks.   Synchronous: The principles of adult teaching and learning were applied, and a variety of teaching strategies were used to enhance learning and improve critical thinking skills.	Summative assessment   The KQ and CCKNOW were used to assess knowledge levels in five topic categories: diet gut anatomy and physiology general IBD knowledge complications, and medications.   This was measured at baseline, immediately after the intervention and at 8 weeks after the intervention.	No	The education programme was designed and provided by a Nurse Practitioner.   A dietitian provided nutrition management education tailored to the diseases and their common complications.   A surgeon presented information about surgical interventions, focusing on how surgical options are determined and the benefits of surgery.	NR	Participants unable to attend the education programme (e.g. due to lack of transportation) and those not fluent in written and spoken English were excluded.
Weizman 2021	The education programme lasted for 6 months   Asynchronous: participants had to do self‐directed learning	NR	No	The educational material was based on an original, interactive video that provided a summary of managing UC using patient‐friendly languages and images. Who made and appeared in the video was not reported.	Video of the 2012 Canadian consensus statements on the treatment of hospitalised adult patients with severe UC.	NR

CCKNOW: Crohn's and Colitis Knowledge questionnaire; IBD: inflammatory bowel disease; KQ: Knowledge Questionnaire; NR: not reported; TELE‐IBD W: group that received a telemedicine message every week; TELE‐IBD EOW: group that received a telemedicine message every other week