Effective self-care remains central to preventing complications in individuals with diabetic foot syndrome (DFS), yet adherence to recommended practices is often suboptimal. A systematic review and meta-analysis published in Diabetology evaluated whether preventive educational interventions improve knowledge and self-care behaviors in this high-risk population.

The analysis was conducted in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, with risk of bias assessed using Cochrane Handbook recommendations. Data synthesis was performed using Review Manager version 5.4.1. The study compared structured educational interventions with usual care across included studies, focusing on outcomes related to patient knowledge and self-care practices.

The findings showed that educational interventions were associated with significant improvements in both knowledge and self-care behaviors compared with standard care approaches. Although heterogeneity was noted among included studies, the overall effect consistently favored structured education as a preventive strategy for DFS-related complications.

These results indicate that structured educational programs may support improved self-management in individuals with DFS and could contribute to better clinical outcomes. Integration of targeted education into routine care may help address gaps in preventive management.