Does an additional virtual interactive session increase the impact of digital educational material given to epilepsy patients? A randomized controlled trial

Abstract

PurposeTo study if an additional virtual interactive epilepsy education session improves post-test epilepsy knowledge scores more than providing digital educational material alone in persons with epilepsy (PWE) and caregivers. MethodsIn a single centre, open labelled, randomised controlled trial, PWE and caregivers were randomised to receive digital epilepsy educational material alone or an additional virtual interactive epilepsy session along with the digital educational material. Pre-test knowledge scores were compared with post-test knowledge scores. A difference between the post-test scores in the two arms was the primary outcome. This was assessed one week after the epilepsy education had been received. Secondary outcomes were the difference between the two arms in quality of life and breakthrough seizure frequencies at the end of one month. ResultsA total of 130 participants (PWE+caregivers) were randomised of which 66 were in the control arm and 64 in the intervention arm. Baseline demographic and epilepsy characteristics were comparable in both arms except for the higher age of PWE in the intervention arm. Post-test knowledge scores improved significantly from the pre-test knowledge scores in both control and intervention arms (p<0.001). Post-test knowledge scores in the intervention arm were significantly better both for patients (p = 0.003) as well as for caregivers (p = 0.007) compared to controls. There was no difference in the quality of life and frequency of breakthrough seizures between the two arms. ConclusionDigital educational material is effective in improving post-test epilepsy knowledge scores in PWE and caregivers. Knowledge scores can be further improved by an additional virtual interactive session.