Online Educational Materials Research Articles

Modern Digital Query Analytics of Patient Education Materials on Acanthosis Nigricans: Systematic Search and Content Analysis.

Online digital materials are integral to patient education and health care outcomes in dermatology. Acanthosis nigricans (AN) is a common condition, often associated with underlying diseases such as insulin resistance. Patients frequently search the internet for information related to this cutaneous finding. To our knowledge, the quality of online educational materials for AN has not been systematically examined. The primary objective of this study was to profile the readability and quality of the content of publicly available digital educational materials on AN and identify questions frequently asked by patients. This study analyzed publicly available internet sources to identify the most frequent questions searched by patients regarding AN using the Google Rankbrain algorithm. Furthermore, available articles on AN were evaluated for quality and reading level using metrics such as the Brief DISCERN score, and readability was determined using three specific scales including the Flesch-Kincaid score, Gunning Fog index, and the Coleman-Liau index, based on literature. Patients most frequently accessed facts on AN from government sources, which comprised 30% (n=15) of the analyzed sources. The available articles did not meet quality standards and were at a reading level not appropriate for the general public. The majority of articles (n=29/50, 58%) had substandard Brief DISCERN scores, failing to meet the criteria for good quality. Clinicians should be aware of the paucity of valuable online educational material on AN and educate their patients accordingly.

Readability of cerebrovascular diseases online educational material from major cerebrovascular organizations

IntroductionThe internet is an essential resource for patients and their loved ones to understand their medical conditions, and professional medical organizations have taken great strides to develop educational material targeting...

What Do People Want to Know About Cochlear Implants: A Google Analytic Study.

Identify the questions most frequently asked online about cochlear implants (CI) and assess the readability and quality of the content. A Google search engine observational study was conducted via a search response optimization (SEO) tool. The SEO tool listed the questions generated by Google's "People Also Ask" (PAA) feature for the search queries "cochlear implant" and "cochlear implant surgery." The top 50 PAA questions for each query were conceptually classified. Sourced websites were evaluated for readability, transparency and information quality, and ability to answer the question. Readability and accuracy in answering questions were also compared to the responses from ChatGPT 3.5. The PAA questions were commonly related to technical details (21%), surgical factors (18%), and postoperative experiences (12%). Sourced websites mainly were from academic institutions, followed by commercial companies. Among all types of websites, readability, on average, did not meet the recommended standard for health-related patient education materials. Only two websites were at or below the 8th-grade level. Responses by ChatGPT had significantly poorer readability compared to the websites (p < 0.001). These online resources were not significantly different in the percentage of accurately answering the questions (websites: 78%, ChatGPT: 85%, p = 0.136). The most searched topics were technical details about devices, surgical factors, and the postoperative experience. Unfortunately, most websites did not meet the ideal criteria of readability, quality, and credibility for patient education. These results highlight potential knowledge gaps for patients, deficits in current online education materials, and possible tools to better support CI candidate decision-making. NA Laryngoscope, 2024.

Readability and Accessibility of Patient-Education Materials for Heart Failure in the United States

Online education materials are widely used by patients and caregivers to understand the management of complex chronic diseases such as heart failure (HF). Organizations such as the American Medical Association and National Institutes of Health recommend that materials be written at a 6th grade reading level. The current study examined the readability and accessibility of online education materials for patients with HF. Whole page text from each included website was entered into an online readability calculator. Five validated readability indices (Flesch-Kincaid Grade Level, Flesch Reading Ease Scale, Gunning Fog Index, Coleman-Liau Index, and Simple Measure of Gobbledygook (SMOG Index)) were used to evaluate each source. Websites were categorized by source (government, public, and private). The availability of audiovisual accessibility features and content in non-English languages were assessed for each website. Of the 36 online resources analyzed, the median readability level was 9-10th grade by the Flesch-Kincaid Grade Level and college level using the Flesch Reading Ease Scale. The Gunning Fog Index and Coleman-Liau Index both showed median readability scores corresponding to a 12th grade reading level, while the SMOG Index showed a median score corresponding to that of the 9th grade. Only 10 websites (28%) offered information in languages other than English, and none provided comprehensive accessibility features for users with disabilities. Common online educational materials for patients with HF are characterized by a higher readability level than that recommended by the National Institutes of Health and American Medical Association with limited multilingual and accessibility options, potentially limiting the accessibility of resources to patients and caregivers.

Understanding the cancer health literacy gap: NCCN member institutions’ website readability across the high mortality cancers in the US

BackgroundThe readability of cancer educational content often exceeds the average reading level of the U.S. population. This study evaluated the readability of online educational material for the five deadliest cancers in the US. MethodsWe assessed the readability of diagnosis and treatment information across 34 NCCN member institution websites. Readability was analyzed using four validated formulas: Fry Readability Score, Flesch-Kincaid Grade Level, Gunning-Fog Index, and Simple Measure of Gobbledygook. The primary outcome was the mean organizational readability level for each resource, and secondary outcomes included differences in readability between diagnosis and treatment materials and an analysis of sentence and word complexity. ResultsThe mean readability level across 34 websites was 13 ± 1.96, equivalent to a university freshman level. Treatment materials were significantly harder to read than diagnosis materials (14 ± 1.8 vs. 12 ± 1.8, p < 0.01) across all cancers. Readability varied significantly depending on the type of cancer, with material relating to the diagnosis of pancreatic cancer requiring the highest educational level (13 ± 1.9) and material relating to treating breast cancer requiring the lowest reading proficiency (12 ± 1.7). Furthermore, the analysis demonstrated that cancer diagnosis materials contained a lower median percentage of complex and long words than treatment materials but had a higher percentage of long sentences. ConclusionsThese findings underscore the need for organizations to prioritize matching the nation’s literacy levels. Despite the growing reliance on online resources for patient education, the current readability levels hinder patient comprehension

Perspective Transformation of Cultural Awareness: A Qualitative Study on Research Students’ Experiences of International Cross-Institutional Webinars

Twenty-first century transformations have taken place within the framework of globalisation of the economy, the spread of information technology and global migration resulting in increased cultural diversity in many societies. This qualitative study investigated perspective transformation in 18 research students, from Australia, Hong Kong SAR, and Sweden, participating in an international online course by using Mezirow’s theory of perspective transformation and Kiely’s six forms of transformative change (intellectual, moral, political, cultural, personal, and spiritual). The approach to learning facilitated global networking and a commitment to support growth in the students’ research practice. Validating the link between research students’ learning experiences and perspective transformation theory encourages educators to develop future online educational materials to promote cognitive flexibility and reflexivity and increase students’ cultural awareness to inform their research practices.

Readability of Online Spanish Materials for Breast Reconstruction Using Deep Inferior Epigastric Perforator Flaps.

Background The internet has become an increasingly popular tool for patients to find information pertaining to medical procedures. Although the information is easily accessible, data shows that many online educational materials pertaining to surgical subspecialties are far above the average reading level in the United States. The aim of this study was to evaluate the English and Spanish online materials for the deep inferior epigastric perforator (DIEP) flap reconstruction procedure. Methods The first eight institutional or organizational websites that provided information on the DIEP procedure in English and Spanish were included. Each website was evaluated using the Patient Education and Materials Assessment Tool (PEMAT), Cultural Sensitivity Assessment Tool (CSAT), and either Simplified Measure of Gobbledygook (SMOG) for English websites or Spanish Orthographic Length (SOL) for Spanish websites. Results The English websites had a statistically lower CSAT score compared to the Spanish websites (p=0.006). However, Spanish websites had a statistically higher percentage of complex words compared to English sources (p<0.001). An analysis of reading grade levels through SMOG and SOL scores revealed that Spanish websites had statistically lower scores (p<0.001). There were no statistically significant differences in the understandability or actionability scores between the English and Spanish websites. Conclusions Online educational materials on the DIEP flap reconstruction procedure should be readable, understandable, actionable, and culturally sensitive. Our analysis revealed that improvements can be made in understandability and actionability on these websites.Plastic surgeons should be aware of what constitutes a great online educational resource and what online educational materials their patients will have access to.

Understanding the Strengths and Limitations of Online Oocyte Cryopreservation Calculators.

Between 2010 and 2016, elective oocyte cryopreservation (OC) increased in use by 880% in the United States; however, there have been increasing reports of regret among patients after elective OC. There is a growing need for individualized counseling on the timing and number of oocytes to cryopreserve for patients to make informed choices and set realistic expectations, but currently available tools seem to be insufficient. The purpose of this review is to describe the OC calculators currently available online, identify sources of regret, and illustrate the need for unified counseling tools for improved patient care and education. OC calculators were identified via Google search. Only calculators that cite scientific literature were included in the review. Calculators for in vitro fertilization or embryo transfer were excluded. Thirteen OC calculators were found; however, only six cited literature supporting the calculator's design. When entering the same hypothetical patient parameters for age and number of oocytes cryopreserved, the calculators provided drastically different probabilities of live births. The lack of cohesive online educational materials creates confusion and stress for patients considering OC, leading to unrealistic expectations and increased feelings of regret thereafter. Physicians need tools to provide comprehensive guidance to patients seeking to cryopreserve oocytes.

Assessment of ChatGPT generated educational material for head and neck surgery counseling

BackgroundChatGPT is becoming very popular as an information source for the public. The adequacy of ChatGPT generated patient counseling material has not yet been extensively assessed. MethodsChatGPT was presented with perioperative counseling and complication questions regarding five different procedure, and accuracy of responses was assessed. The chat was then asked to present an explanation of each procedure, and quality of the responses were compared to online educational material. ResultsChatGPT responses were comprehensive when discussing counseling points commonly discussed by a provider prior to a procedure. Responses to questions on surgical complications were less accurate and comprehensive. In comparison to online educational material, ChatGPT scored at or above the median SAM and PEMAT scores for all procedures. ConclusionsChatGPT did well addressing basic counseling points during the perioperative period, although it did not perform as well when addressing surgical complications. Chat response quality was comparable to currently available online educational material.

Readability of Online Patient Education Materials for the 10 Most Common Hand Conditions.

Background Millions of individuals every day turn to the internet for assistance in understanding their hand conditions and potential treatments. While online educational resources appear abundant, there are concerns about whether resources meet the readability recommendations agreed upon by the American Medical Association (AMA) and the National Institutes of Health (NIH). Identifying educational resources that are readable for the majority of patients could improve a patient's understanding of their medical condition, subsequently improving their health outcomes. Methods The readability of the top five websites for the 10 most common hand conditions was examined using the Flesch-Kincaid (FK) analysis, comprising the FK reading ease and FK grade level. The FK reading ease score is an indicator of how difficult a text is to comprehend, while the FK grade level score is the grade level an individual reading a particular text would need to fully understand the text. Results The average FK reading ease was 56.00, which correlates with "fairly difficult (high school)". The average FK corresponded to an eighth-grade reading level, far above the sixth-grade reading level recommendation set by the AMA and NIH. Conclusion Patient education, satisfaction, and the patient-physician relationship can all be improved by providing patients with more readable educational materials. Our study shows there is an opportunity for drastic improvement in the readability of online educational materials. Guiding patients with effective search techniques, advocating for the creation of more readable materials, and having a better understanding of the health literacy barriers patients face will allow hand surgeons to provide more comprehensive care to patients.

E-LEARNING IN THE CZECH REPUBLIC DURING THE SECOND YEAR OF PANDEMIC COVID-19

The aim of this research is to map the situation of online education in the Czech Republic and compare it with the European one. The research was conducted based on data provided by the Czech Statistical Office and Eurostat. The evaluated data were subsequently compared with findings from the literature search. The findings show that the usage of online courses is 20,8% more than the average in the EU27. And the use of online education materials in the Czech Republic, like the EU27. Online learning is still evolving, it has issues due to the lack of experience, but the potential is growing over time.

Barriers to Health Care Communication: Patient Education Resource Readability and Spanish Translation for Slipped Capital Femoral Epiphysis

BackgroundThe American Medical Association (AMA) and the National Institutes of Health (NIH) recommend that patient education resources be written at 6th and 8th grade reading levels, respectively. However, many existing resources are written above this level. In addition, the majority of patient education resources are only available in English, despite the significant Spanish-speaking population in the United States. The purpose of this study was to determine the availability and readability of online patient education resources for Slipped Capital Femoral Epiphysis (SCFE) provided by the top-ranked pediatric orthopaedic hospitals and major pediatric orthopedic professional societies. MethodsWe performed a cross-sectional analysis to determine the availability of English and Spanish language resources for SCFE provided by the top pediatric orthopaedic hospitals and major professional societies. We then assessed the readability of available patient education materials via three measures of readability. Statistical analysis was performed using descriptive, univariate, and correlation analyses. ResultsIn total, 79.6% (39/49) of hospitals and 66.7% (2/3) of professional societies provided English language resources for SCFE. In contrast, Spanish language resources were provided by 34.7% (17/49) and 33% (1/3) hospitals and professional societies. English language resources scored significantly lower than Spanish language resources using the Flesch-Kincaid and Fernandez-Huerta reading ease scales, respectively (60.32 vs. 65.89, p<0.05). There was no difference in grade level calculated by Fry Graph/Gilliam-Peña-Mountain (9.5 vs. 8.5, p>0.05), but English language resources had a significantly higher grade level calculated by SMOG/SOL (11.9 vs. 10.4, p<0.01). There was greater availability of Spanish language resources in states with >20% primary Spanish- speakers (p<0.05). ConclusionThe majority of top-ranked hospitals and professional societies provide online educational materials on SCFE in English; however, only a third provide similar materials in Spanish. Additionally, the average reading level of English and Spanish language resources is above the recommendations from the AMA and NIH. Additional effort and resources should be allocated toward improving SCFE patient education materials to increase accessibility to broader patient and caregiver populations. LEVEL OF EVIDENCELevel III KEY CONCEPTS(1)Online patient education resources for Slipped Capital Femoral Epiphysis (SCFE) are written above the recommended reading grade level for both English and Spanish.(2)There is limited availability of Spanish-language patient education recourses for SCFE, despite a significant Spanish-speaking population in the United States.(3)There is greater availability of Spanish-language resources for SCFE in states with a primary Spanish-speaking population greater than 20%.

Readability of online educational materials for brainstem implants: An assessment

Aim: This study aimed to assess the readability of online patient education materials related to brainstem implants and to determine how comprehensible these materials are for patients and their families. Methods: Using Google Search with the term “auditory brainstem implant”, the first 50 websites were identified and categorized into two: Hospital and General Information Websites. Non-educational texts were removed from each site, and readability was assessed using six established readability tests. The readability scores for the texts were automatically calculated using a dedicated online tool. Results: Overall, all websites were found to have a high level of readability, surpassing the recommended 6th-grade reading level suggested by the American Medical Association. No significant difference was found between the readability scores of hospitals and general information websites. Conclusions: The online patient education materials concerning brainstem implants typically exceed the recommended reading levels, which may hinder patients and their families from fully understanding these materials. There’s a need for health professionals and institutions to strike a balance between scientific accuracy and readability to cater to a broader audience and make their materials more accessible.

P114 Promoting physical activity using mobile health technology in people living with Rheumatoid Arthritis: MOTIVATE RA

Abstract Background/Aims People living with rheumatoid arthritis (RA) tend to be less active than the general population which may be due to RA associated musculoskeletal pain, stiffness and fatigue. The health benefits of physical activity (PA) are widely recognised in the general population and studies in RA have also highlighted improvement in RA associated symptoms. However, encouraging increased PA in people living with RA is challenging and adherence to PA is usually low. Mobile health (mHealth) technology (i.e., fitness watches and apps) may provide an effective and economical solution to promoting PA in this high-risk population. The aims of the current study were to assess whether use of mHealth technology in RA i) increases PA levels and ii) reduces RA disease activity. Methods People with RA were randomised to either the MOTIVATE (mHealth intervention) or conventional care (CC) groups. The CC group were provided with online educational materials, as provided in routine care (e.g., PA information leaflets), to increase PA whereas the MOTIVATE group were provided with a personalised, progressive walking programme delivered via mHealth technology with ongoing, individualised support throughout the 12-week intervention. All participants received a self-testing kit, via mail, at baseline (week 0) and post-intervention (12 weeks). Measures included anthropometrics, blood pressure, PA monitoring, health questionnaires and all were requested to self-report RA disease activity using RADAI-5. Change data between weeks 0 and 12 were compared between groups using One-Way ANCOVA, controlling for baseline, and reported as mean difference (95% CI). Results Of 50 participants, 25 were randomised to the MOTIVATE group (age 50±11years; BMI 29±7kg/m2; females n=23), and 25 to CC (n=25, age 50±11years; BMI 26±6 kg/m2; females n=24). An increase in moderate-to-vigorous PA was observed in the MOTIVATE group, compared to a decrease in CC [81min (1, 160) vs. -35min (-123, 53); P=0.09)]. This was accompanied by an increase in steps per day in the MOTIVATE group, and a decrease in CC [763 (-432, 1957) vs. -76 (-1267, 1115); P=0.40]. A reduction in PHQ-9 depression score was evident in the MOTIVATE group whilst CC were unchanged [-2 (-2, -3) vs. 0 (-2, 0); P=0.07]. RADAI-5 decreased in the MOTIVATE group and stayed the same in CC [-2 (-2, 0) vs. 0(-2, 0), P=0.27]. Conclusion These findings identify the potential effectiveness of an mHealth PA programme to increase PA levels in people living with RA. Use of remote PA monitoring, with support from exercise specialists, may be an effective strategy to improve engagement in exercise and PA in the RA population. Data is suggestive this could improve RA related symptoms, although we did not observe statistical significance. Disclosure D.J. Bannell: Grants/research support; Research grant from the Aintree Arthritis Trust. M. France-Ratcliffe: None. K.L. Hesketh: None. M. Cocks: None. N. Goodson: None. C. Taylor: None. T. Pecanha: None. H. Jones: None. D.A. Low: None. V.S. Sprung: None.

P033 Online educational resources in paediatric and adolescent rheumatology- what’s new?

Abstract Background/Aims Paediatric and adolescent rheumatology (PAR) is a small sub-specialty, and due to the rarity of some conditions, UK trainees find it difficult to access relevant educational materials. Furthermore, due to the wide geographical distribution of paediatric rheumatology centres, regional educational opportunities are limited. A 2022 survey of the UK PAR trainee group confirmed that the creation of more PAR specific online educational materials and signposting of current guidelines/ resources was needed. Survey participants were supportive of a range of delivery methods, including webinars, e-learning, case studies and podcasts. Methods A PAR trainee education team was formed in 2022, with the aim of promoting learning opportunities, by developing and collating educational resources. The PAR trainee education team has been working both independently and in conjunction with the British Society of Rheumatology (BSR) education team and Digital Learning Board (DLB) to achieve this aim. Activities have included the following: a) Creation of a BSR hosted Teams channel to store PAR specific educational information; b) PAR trainee inclusion on the BSR DLB, which creates digital education resources including podcasts and the monthly blended learning Spotlight topic series; c) Creation of PAR focused podcasts within the BSR Talking Rheumatology podcast series; d) Organisation of webinars on PAR relevant topics; e) Creation of a PAR podcast playlist on the Spotify platform; f) Production of a resource list and education newsletter to signpost relevant existing/upcoming learning opportunities and events. Results A 2023 follow up survey of the PAR trainee group (n = 16 respondents), showed the most used resources were podcasts (69%), the newsletter (63%) and resource list (43%). Webinars (38%), the Teams channel (38%) and the BSR Spotlight series (31%) had been accessed less. BSR podcast download data illustrated that PAR relevant podcasts from the Talking Rheumatology/ Talking Rheumatology Spotlight series have a UK and international audience. There have been over 2500 downloads from six PAR relevant podcasts covering myositis guidelines, biologics in PAR, HLH, antiphospholipid syndrome and ultrasound in PAR. Feedback from those who have used the various educational resources has been extremely positive, although comments have indicated a barrier in terms of awareness of the materials and how to access them. Conclusion Good progress has been made, however maximising means and opportunities to disseminate available resources within the PAR community is vital. Work to develop, collate and signpost more PAR educational content is ongoing. A project is in progress to create condition-specific lists of classification criteria, guidelines and key studies. The PAR trainee group are very grateful to all of those who have supported this work including the professionals who have shared their knowledge and expertise via podcasts and webinars, members of the BSR DLB and the education team at BSR. Disclosure J. Lemon: Other; Unpaid member of the BSR Digital Learning Board. R. Close: None. G. Dobson: None. K. Maxey: Other; Works for the BSR as Events and Education Officer. J. May: None. D. McLaughlin: None. I. Rajarathinam: None. S. Saadalla: None. L. Yeo: None. P.A. Watson: Other; Works for the BSR in a paid role (2PA per week ) as digital learning editor.

Evaluation of GIScience Exercise Using Online Educational Materials for Japanese University Students

GIScience is essential to geography education. Different curriculums and textbooks have been developed to teach GIScience in classrooms through lectures and exercises corresponding to the educational situation of each country. We developed e-learning materials based on existing research outcomes for GIScience education in Japan, such as the Japanese GIS core curriculum for university education. Using the materials, we held a three-day intensive GIScience class at the University of Tokyo from 2018 to 2022 with questionnaire surveys to investigate the educational effects of the materials and factors influencing GIScience learning. The attending students browsed the materials and studied GIScience by themselves but asked questions of teachers if necessary. The questionnaire survey results indicate that most students felt geospatial data processing is somewhat complex, but they were satisfied with the opportunity of GIScience learning. Whether the students thought the exercise was simple and easy depended on their confidence in computer knowledge and operation and their preferred learning style at their own pace. The students’ satisfaction level and ease in using the material correlate with their motivation level, the number of questions they asked the others, and their preferred style for learning at their own pace.

Hidradenitis Suppurativa Online Documents Readability: An Analysis Including 23 European Languages.

Hidradenitis suppurativa (HS) is a complex disease with the vast burden to patients. The aim of the study was to evaluate readability of online electronic materials dedicated to HS. The terms "hidradenitis suppurativa" and "acne inversa" translated into 23 official European Union languages were searched with Google. For each language, first 50 results were assessed for suitability. Included materials were focused on patient's education, had no barriers and were not advertisements. If both terms generated the same results, duplicated materials were excluded from the analysis. Origin of the article was categorized into non-profit, online-shop, dermatology clinic or pharmaceutical company class. Readability was evaluated with Lix score. A total of 458 articles in 22 languages were evaluated. The overall mean Lix score was 57 ± 9. This classified included articles as very hard to comprehend. Across all included languages significant differences in Lix score were revealed (P < 0.001). No significant differences across all origin categories and Lix scores were observed (all P > 0.05). Despite the coverage of HS on the Internet, its complexity made it hard to comprehend. Dermatologist should ensure readable, barrier-free online educational materials. With adequate Google promotion, these would be beneficial for both physicians and patients.

A health literacy analysis of online patient-directed educational materials about mycobacterium avium complex

IntroductionMycobacterium avium complex (MAC) is a complex lung infection requiring multi-disciplinary approach and management. Due to limited clinician-patient interactions, clinicians may refer patients to online resources to learn about the diagnosis, prognosis, and treatment of MAC. The American Medical Association (AMA) recommends educational materials be written at a sixth-grade reading level and the National Institutes of Health (NIH) recommends that patient education materials be written at an eighth-grade reading level; however, several evaluations found these materials inaccessible due to high literacy levels. To date, there has never been a health literacy assessment of MAC patient education materials. The study aims to assess the health literacy of online patient education materials about MAC. MethodsThe patient education materials were evaluated for readability, actionability, understandability and clarity. Readability was assessed through the Flesch-Kincaid Grade Level Scale (FkGL), SMOG Index, Coleman Liau Index (CLI), Gunning Fog Index (GFI), and Automated Readability Index (ARI). Actionability and understandability was evaluated using the Patient Education Materials Assessment Tool (PEMAT). The Centers for Disease Control (CDC) Clear Communication Index (CCI) was used to assess clarity. ResultsTen patient education resources were evaluated: CDC, Cleveland Clinic, Mayo Clinic, JAMA, American Thoracic Society (ATS), National Jewish Health, UpToDate, CHEST, WebMD, and Medline. The mean readability scores were as follows: FkGL (9.76), SMOG index (9.82), CLI (13.54), GFI (11.66), ARI (9.15). Four patient education materials were written at a sixth-grade reading level and eight patient education materials were written at an eighth-grade reading level. The majority of the materials received a passing score for understandability but failed to achieve a passing score for actionability. Cleveland Clinic, JAMA, and ATS all received a passing clarity score, indicating that they are easy to read. No patient education materials were available on UpToDate. ConclusionMost patient education materials scored poorly for actionability and clarity while scoring highly for readability and understandability. This study should serve as a guide for clinicians interested in offering online education materials to their patients. Increasing access to readable MAC educational materials should be a priority for those working at the intersection of public health, clinical care, and communications.

Short report: Do parents use asynchronous materials in a hybrid coaching via telehealth intervention?

Using telehealth to provide services to families and children with autism has grown since the start of the COVID-19 pandemic. Yet, we still know less about telehealth models that use both virtual sessions and online materials to support families. Research suggests it is important to make sure an intervention matches the characteristics of a child with autism, but fewer studies have examined the importance of matching an intervention to parent characteristics. In this study, we looked at parent characteristics (25 parents included in the study) before a parent coaching telehealth intervention for potty training in autism. We specifically looked at how parent competence (i.e. how confident and effective one feels with parenting) levels before the intervention influenced the usage of online education materials (i.e. podcasts/tip sheets). Results suggested that parents with lower competence used the online materials more often than parents with higher competence, and often made greater gains in parent competence during the intervention. Both parents with lower and higher competence found the intervention acceptable. Future research should study additional parent characteristics in a larger sample to better understand how to tailor interventions to meet both parent and child needs.

"Lost in Translation: The Readability Discrepancy of Online Patient Educational Materials for PCL Surgery".

While the internet provides accessible medical information, often times it does not cater to the average patient's ability to understand medical text at a 6th and 8th grade reading level, per American Medical Association (AMA)/National Institute of Health (NIH) recommendations. This study looks to analyze current online materials relating to posterior cruciate ligament (PCL) surgery and their readability, understandability, and actionability. The top 100 Google searchs for "PCL surgery" were compiled. Research papers, procedural protocols, advertisements, and videos were excluded from the data collection. The readability was examined using 7 algorithms: the Flesch Reading Ease Score, Gunning Fog, Flesch-Kincaid Grade Level, Coleman-Liau Index, SMOG index, Automated Readability Index and the Linsear Write Formula. Two evaluators assessed Understandability and Actionability of the results with the Patient Educational Materials Assessment Tool (PEMAT). Outcome measures included Reading Grade Level, Reader's age minimum and maximum, Understandability, and Actionability. Of the 100 results, 16 were excluded based on the exclusion criteria. There was a statistically significant difference between the readability of the results from all algorithms and the current recommendation by AMA and NIH. Subgroup analysis demonstrated that there was no difference in readability as it pertained to which page they appeared on Google search. There was also no difference in readability between individual websites versus organizational websites (hospital and non-hospital educational websites). Three articles were at the 8th grade recommended reading level, and all three were from healthcare institutes. There is a discrepancy in readability between the recommendation of AMA/NIH and online educational materials regarding PCL surgeries, regardless of where they appear on Google and across different forums. The understandability and actionability were equally poor. Future research can focus on the readability and validity of video and social media as they are becoming increasingly popular sources of medical information.