Glaucoma has non-tangible and crawling symptoms making it hard for diagnosis. On the other hand, individual’scognition about this disease is poor. Informing people plays an important role in prevention of irreversible damages that glaucoma causes. In this matter, this study was designed and performed aiming the evaluation of education role in enhancing the individual’s cognition about glaucoma.

This quasi-experimental pretest-posttest study was performed on 122 volunteers. At first, demographic data about the volunteers were registered. Before starting the education interference, the persons’ knowledge about the disease was assessed by the questionnaire designed by the investigator containing 12 questions. Then the individuals were educated about glaucoma during a one-day seminar (4 hours) and then their enhanced knowledge was evaluated again with the same questionnaire and was compared with the results of the previous data.

In this study, 50 males and 72 females with the age average of 51.36±14.23 years participated. The results of the statistical analysis demonstrate that the education process in 7 fields of glaucoma definition, cause of glaucoma, people at higher risk of disease, normal IOP, glaucoma detection tests, and surgical benefits have significantly increased the individual’s cognition. Also it was learned that their cognition has been enhancedin other fields as well after the education, however this enhancement was not significant (P-value>0.05). The statistical results showed that before the training 52.8% of total recorded responses were correct, while after training this rate increased to 69%.

Based on the results of this study, it can be inferred that education as a quick outputting tool plays a significant and effective role in enhancing individual’s cognition about glaucoma.