Comprehensive patient education in cardiac rehabilitation: A mexican perspective

Background Patient education is a core component of cardiac rehabilitation (CR), yet it is frequently delivered as a standardized transfer of information rather than as a structured intervention aimed at promoting behavioral change and long-term self-management. This limitation may be particularly relevant in culturally, geographically, linguistically, and socioeconomically diverse populations, such as Mexico. The objective of this perspective paper is to provide a Mexican perspective on comprehensive patient education in CR and to propose a patient-centered framework integrating behavioral science, educational strategies, cultural adaptation, shared decision-making, and individualized patient education. Main Content Contemporary CR should move beyond conventional educational talks toward individualized strategies that identify what each patient needs to learn, determine their particular system of beliefs, evaluate how that learning should be delivered, and assess whether knowledge is translated into sustainable behaviors. Mexico represents a particularly challenging setting because of its marked cultural and socioeconomic heterogeneity and unequal access to CR. Behavioral models and educational approaches—including teach-back, peer-to-peer education, visual and play-based learning, structured assessments, self-directed learning, learning & coping, digital education, telerehabilitation, and hybrid interventions—may be selected and delivered according to the general and specific objectives of the educational program, individual needs, health literacy, cultural context, resources, and therapeutic goals. Education should extend beyond Phase II CR and facilitate the transition toward long-term self-management during Phase III. Conclusions Comprehensive patient education should be regarded not as a complement to CR but as a core therapeutic intervention. Moving from standardized information delivery toward personalized, culturally sensitive, measurable, and behavior-oriented education may strengthen patient empowerment, shared decision-making, adherence, and sustainable cardiovascular self-care. The final outcome of CR is not mere knowledge acquisition; it should be self-management.