title: Individual or group antenatal education for childbirth or parenthood, or both.
abstract: BACKGROUND
  Structured antenatal education programs for childbirth or parenthood, or both, are commonly recommended for pregnant women and their partners by healthcare professionals in many parts of the world. Such programs are usually offered to groups but may be offered to individuals.
  
  
  OBJECTIVE
  To assess the effects of this education on knowledge acquisition, anxiety, sense of control, pain, labour and birth support, breastfeeding, infant-care abilities, and psychological and social adjustment.
  
  
  METHODS
  We searched the Cochrane Pregnancy and Childbirth Group's Trials Register (April 2006), CINAHL (1982 to April 2006), ERIC (1984 to April 2006), EMBASE (1980 to April 2006) and PsycINFO (1988 to April 2006). We handsearched the Journal of Psychosomatic Research from 1956 to April 2006 and reviewed the reference lists of retrieved studies.
  
  
  METHODS
  Randomized controlled trials of any structured educational program provided during pregnancy by an educator to either parent that included information related to pregnancy, birth or parenthood. The educational interventions could have been provided on an individual or group basis. Educational interventions directed exclusively to either increasing breastfeeding success, knowledge of and coping skills concerning postpartum depression, improving maternal psycho-social health including anxiety, depression and self-esteem or reducing smoking were excluded.
  
  
  METHODS
  Both authors assessed trial quality and extracted data from published reports.
  
  
  RESULTS
  Nine trials, involving 2284 women, were included. Thirty-seven studies were excluded. Educational interventions were the focus of eight of the studies (combined n = 1009). Details of the randomization procedure, allocation concealment, and/or participant accrual or loss for these trials were not reported. No consistent results were found. Sample sizes were very small to moderate, ranging from 10 to 318. No data were reported concerning anxiety, breastfeeding success, or general social support. Knowledge acquisition, sense of control, factors related to infant-care competencies, and some labour and birth outcomes were measured. The largest of the included studies (n = 1275) examined an educational and social support intervention to increase vaginal birth after caesarean section. This high-quality study showed similar rates of vaginal birth after caesarean section in 'verbal' and 'document' groups (relative risk 1.08, 95% confidence interval 0.97 to 1.21).
  
  
  CONCLUSIONS
  The effects of general antenatal education for childbirth or parenthood, or both, remain largely unknown. Individualized prenatal education directed toward avoidance of a repeat caesarean birth does not increase the rate of vaginal birth after caesarean section.
authors.affiliation: McGill University/McGill University Health Center, School of Nursing and Department of Obstetrics and Gynaecology, 3506 University Street, Montreal, Quebec, Canada, H3A 2A7. anita.gagnon@mcgill.ca
authors.forename: A J
authors.initials: AJ
authors.lastname: Gagnon
authors.forename: J
authors.initials: J
authors.lastname: Sandall
mesh_terms: D005220:Fathers / Q000193:education; D005260:Female; D006801:Humans; D007743:Labor, Obstetric; D009035:Mothers / Q000193:education; D016487:Parenting; D011247:Pregnancy; D011295:Prenatal Care / Q000379:methods; D016032:Randomized Controlled Trials as Topic; D016064:Vaginal Birth after Cesarean