Preferences in Learning Styles and Modes of Information Delivery in Patients Receiving First-Day Education for Radiation Therapy

Abstract

PurposeThe primary objective of this study was to determine levels of patient satisfaction with current first-day teaching practices at a large, academic Canadian Radiation Therapy Department. A secondary objective was to investigate patient preferences in learning styles and modes of information delivery. MethodsA literature review was conducted on learning styles, modes of information delivery, and patient education in radiation therapy. Based on this review, a quantitative survey was designed to evaluate patient preferences. Inclusion and exclusion criteria were generated to select participants. The study population included 21 patients with prostate cancer and 24 patients with breast cancer. The surveys were distributed for a 2-week period. The Sign Test and Kruskal-Wallis Test were used to analyze the data. ResultsThe results revealed that patients significantly disagreed with the use of group sessions and strongly agreed with sit-down, one-on-one sessions and the use of supporting print material. Patients agreed with the use of a combination of teaching methods. Male participants more frequently strongly agreed with the use of videos to support educational practices. Significant results were found on preference for visual and kinesthetic learning. Overall, participants agreed that teaching sessions reduced anxiety. ConclusionsRadiation therapists are encouraged to continue with current teaching practices since patients reported high levels of satisfaction. The results of this study indicate that a combination of teaching methods including visual aids and videos for male patients may be of benefit. Therefore, to further strengthen teaching sessions, the use of a multimedia tool can be investigated in the future.