Video-based Educational Program Research Articles

Exploring Patient Responses to a Clinician-Created Video-Based Educational Program on Atrial Fibrillation

Exploring Patient Responses to a Clinician-Created Video-Based Educational Program on Atrial Fibrillation

Total Diz Protezi Olan Hastalarda Video-Temelli Eğitim Programının Ağrı, Fiziksel Fonksiyon ve Yaşam Kalitesi Üzerine Etkileri

This study aimed to examine the effects of a video-based education program on pain, physical function, and quality of life in patients with total knee replacement and to explore their perceptions of the intervention. In this study, mixed methods were used. The intervention group (n= 40) patients were given the Video Based Education Program, whereas control group patients were given usual care (n=43). Data were evaluated using the WOMAC Index and Short Form-36 Health Survey. Data were collected at the postoperative sixth week and third month. After the quasi-experimental study data were collected, eleven patients were interviewed by in-depth interview method. While statistically significant differences were determined among patients in terms of pain, physical functioning, physical role, social functioning, emotional role, and mental component summary (p<0.05), no significant differences were determined in terms of stiffness, general health, vitality, and physical component summary (p>0.05). Five themes were identified after qualitative analyses. The video education seems to positively affect the participants’ pain, physical function, and quality of life. Because patients have difficulty in remembering information and need support in applying the taught information, it may be recommended that the education is given to the patients be visual and interactive during the perioperative process.

The effect of video-based educational program on satisfaction and comfort in patients undergoing transradial coronary angiography: A single-blinded, randomized controlled trial

Cardiac catheterization has been the most widely used diagnostic method, and in most cases, invasive diagnostic methods are associated with stress and concern that can affect the satisfaction and comfort of patients undergoing transradial coronary angiography. In this randomized controlled trial, a total of 89 patients undergoing transradial coronary angiography were recruited using convenience sampling. Then, the patients were assigned to two groups of intervention and control using blocked randomization, as those in the intervention group received video-based patient education and those in the control group received no training. Data were collected using the Persian version of the patient satisfaction questionnaire and the visual analog scale. The variables were measured before, 2, 4, and 8hours after the angiography. The results indicated that, after the intervention, the mean scores of satisfaction and comfort in the intervention group were higher than in the control group (P<.001). Video-based educational strategies should be integrated into the nursing interventions to improve patients' health status.

A Randomized Controlled Trial Evaluating the Effectiveness of a Short Video-Based Educational Program for Improving Mental Health Literacy Among Schoolteachers.

Background: Mental illness-related stigma represents a barrier to seeking and receiving appropriate mental health care. Mental health literacy (MHL) can improve mental health knowledge, decrease stigmatizing attitudes, and enhance help-seeking behavior. Starting from 2022, mental illness-related education is due to be introduced in high schools in Japan. For this current situation, we conducted a parallel group, randomized controlled trial to examine the effectiveness of MHL educational program for teachers.Methods: The educational program described in this study comprised a 50-min video lesson designed to improve teachers' MHL. All participants were schoolteachers and were assigned either to an educational group or a waitlist control group. The assessment was conducted for both groups twice: first at baseline and then at 1-h post-intervention. The outcome measures for this trial were changes in knowledge, attitudes, and intended behaviors.Results: The educational group showed a greater improvement in knowledge regarding mental health than did the control group. The program was not effective for decreasing stigma toward mental illness. However, the educational group showed an increased intention to assist students with depression.Limitations: No long-term follow-up was implemented, which means the persistence of the educational program's effect could not be determined. Further, we could not report whether the program induced a change in teachers' behaviors regarding providing support for their students.Conclusions: The short video-based MHL educational program could improve schoolteachers' MHL and increase their intention to assist students. These findings can help in the development of similar educational programs in countries/regions experiencing similar issues regarding mental health.

Clinician-developed, Video-based Education for Patients With Atrial Fibrillation: The EDUCATE-AF Study

Atrial fibrillation (AF) is the most common cardiac arrhythmia. Patient education is an essential component of clinical care but is often inadequate due to lack of clinician time. We aim to design, deliver, and evaluate a clinician-developed, video-based educational program for patients with AF.

Pilot Study of a Video-Based Educational Program to Reduce Family Violence for Parents of Adult Children with Schizophrenia.

This pilot study evaluated a video-based educational program for improving communication skills and reducing family violence between parents and their adult children with schizophrenia. We used a one group pretest-posttest design. The program included a main 90-min video and six stories, each 20-30min long. We made assessments at baseline and program completion (three months after baseline). Sixty-six parent participants completed the intervention. The average frequency of acts of family violence significantly decreased from 11.4 (SD = 26.2) at pretest to 5.1 (SD = 13.2) at posttest (p = 0.016). Our findings showed significant improvements regarding expressed emotion, psychological distress, family empowerment, and hope, demonstrating preliminary positive results for this video-based educational program. The program was shown to be feasible for support/educational groups of family members of adults with mental disorders to deliver and may also be useful for practitioner-led educational groups for families in public health centers or medical settings to offer.

A caregiver educational program: A video program to promote aging services technologies awareness

Research demonstrated that aging services technologies (ASTs) can reduce caregiver burden. However, ASTs are underutilized by caregivers due to poor awareness. This study evaluated the effectiveness of a video-based educational program to increase caregiver AST knowledge among 43 caregivers. Paired sample t-tests showed positive change in AST knowledge, stigma, and intention to engage in AST activities post-program. Caregivers endorsed highly positive AST views pre- and post-program without statistically significant change. Group by time repeated measures ANOVAs showed younger caregivers (<65 years old) had better knowledge and were more open to ASTs (improved attitude and stigma scores) than older caregivers (>65 years old). A significant interaction revealed caregivers of individuals who had fewer, but not more, domains of functional limitation reported a positive change in AST attitude post-program. The video program appeared to be beneficial to all caregivers, who provided vastly positive program feedback.

Efficacy of video-based education program in improving metabolic surgery perception among patients with obesity and diabetes

BackgroundMetabolic surgery remains underutilized despite its efficacy and safety. Poor perception of surgery has been cited as one of the major reasons. ObjectivesEvaluate current patient perceptions about metabolic surgery and measure the impact a video-based education program has on changing the perceptions of patients diagnosed with obesity and type 2 diabetes. SettingA university hospital in the United States. MethodsA prospective interventional study was performed at an endocrinology clinic. Patients were asked to complete surveys evaluating their perception of metabolic surgery before and after watching a short educational video. ResultsA total of 51 patients were recruited; almost all patients (98%) attempted weight loss in the past, and approximately 90.1% voiced dissatisfaction with their current weight. The video-based education program was effective in improving the patient's perception of the efficacy and safety with regard to surgery. In addition, the proportion of patients with overall positive impression toward metabolic surgery increased from 22.5% to 53.1% (P < .01) and those willing to undergo surgical consultation increased from 41.7% to 51.0% (P < .01). Among those that remained unwilling, fear of surgery in general was the most commonly voiced reason (31.4%), with safety (27.5%) and cost of metabolic surgery (27.5%) being equally concerning. ConclusionsMost patients with obesity and type 2 diabetes held negative impressions of metabolic surgery due to its perceived risk profile. A video-based educational intervention may improve patients’ perception and increase their willingness for surgical referral. Future trials with a broader sample and longer follow-up could provide answers to its efficacy in increasing metabolic surgery accessibility.

Enhancing Feedback on Professionalism and Communication Skills in Anesthesia Residency Programs.

Despite its importance, training faculty to provide feedback to residents remains challenging. We hypothesized that, overall, at 4 institutions, a faculty development program on providing feedback on professionalism and communication skills would lead to (1) an improvement in the quantity, quality, and utility of feedback and (2) an increase in feedback containing negative/constructive feedback and pertaining to professionalism/communication. As secondary analyses, we explored these outcomes at the individual institutions. In this prospective cohort study (October 2013 to July 2014), we implemented a video-based educational program on feedback at 4 institutions. Feedback records from 3 months before to 3 months after the intervention were rated for quality (0-5), utility (0-5), and whether they had negative/constructive feedback and/or were related to professionalism/communication. Feedback records during the preintervention, intervention, and postintervention periods were compared using the Kruskal-Wallis and χ tests. Data are reported as median (interquartile range) or proportion/percentage. A total of 1926 feedback records were rated. The institutions overall did not have a significant difference in feedback quantity (preintervention: 855/3046 [28.1%]; postintervention: 896/3327 [26.9%]; odds ratio: 1.06; 95% confidence interval, 0.95-1.18; P = .31), feedback quality (preintervention: 2 [1-4]; intervention: 2 [1-4]; postintervention: 2 [1-4]; P = .90), feedback utility (preintervention: 1 [1-3]; intervention: 2 [1-3]; postintervention: 1 [1-2]; P = .61), or percentage of feedback records containing negative/constructive feedback (preintervention: 27%; intervention: 32%; postintervention: 25%; P = .12) or related to professionalism/communication (preintervention: 23%; intervention: 33%; postintervention: 24%; P = .03). Institution 1 had a significant difference in feedback quality (preintervention: 2 [1-3]; intervention: 3 [2-4]; postintervention: 3 [2-4]; P = .001) and utility (preintervention: 1 [1-3]; intervention: 2 [1-3]; postintervention: 2 [1-4]; P = .008). Institution 3 had a significant difference in the percentage of feedback records containing negative/constructive feedback (preintervention: 16%; intervention: 28%; postintervention: 17%; P = .02). Institution 2 had a significant difference in the percentage of feedback records related to professionalism/communication (preintervention: 26%; intervention: 57%; postintervention: 31%; P < .001). We detected no overall changes but did detect different changes at each institution despite the identical intervention. The intervention may be more effective with new faculty and/or smaller discussion sessions. Future steps include refining the rating system, exploring ways to sustain changes, and investigating other factors contributing to feedback quality and utility.

An educational video program to increase aging services technology awareness among older adults

ObjectiveAging services technologies (ASTs), health technology that meets the needs of seniors, are being underutilized due to a lack of awareness. This study evaluated a video-based educational program to increase AST awareness. MethodsTwo hundred and thirty-one older adults completed AST measures pre- and post-program. ResultsParticipants endorsed significantly improved AST knowledge and attitude and a lower level of perceived stigma post-program. Hierarchical regression analyses showed that a greater reduction in stigma post-program and a higher number of physical/cognitive needs supported by ASTs at baseline were significant predictors of a greater increase in expressed intention to use ASTs following the video program. Furthermore, individuals living in their own homes, with a lower level of education, fewer physical and/or cognitive needs supported by ASTs at baseline, and greater functional limitations were found to be more likely to report a significant reduction in perceived stigma post-program. Four-week follow-up data from 75 individuals showed stable program gains. Program feedback was positive. ConclusionThe current findings provide support for the utility of the AST videos. Practical implicationsThe educational materials used in this study can be used clinically or for public health education to increase awareness and adoption of ASTs.

Effectiveness of a video-based aging services technology education program for health care professionals

ABSTRACTHealth care professionals (HCPs) are a critical source of recommendations for older adults. Aging services technologies (ASTs), which include devices to support the health-care needs of older adults, are underutilized despite evidence for improving functional outcomes and safety and reducing caregiver burden and health costs. This study evaluated a video-based educational program aimed at improving HCP awareness of ASTs. Sixty-five HCPs viewed AST videos related to medication management, daily living, and memory. Following the program, participants’ objective and perceived AST knowledge improved, as did self-efficacy and anticipated AST engagement. About 95% of participants stated they were more likely to recommend ASTs postprogram. Participants benefitted equally regardless of years of experience or previous AST familiarity. Furthermore, change in self-efficacy and perceived knowledge were significant predictors of engagement change. Overall, the educational program was effective in improving HCPs’ awareness of ASTs and appeared to benefit all participants regardless of experience and prior knowledge.

Using Continuing Medical Education to Promote Shared Decision-Making in Patients Diagnosed with Multiple Myeloma

Background: The process known as shared decision-making (SDM) helps patients and providers make collaborative health care decisions that consider the available clinical evidence as well as the patient's values and preferences. Engaging the patient's participation in their own medical care is also a pillar of the National Strategy for Quality Improvement in Health Care. However, studies have shown a disconnect between provider perception of their ability to engage patients in their own care and patients' perception that their experiences and preferences are not being considered in the treatment decision-making process. Multiple Myeloma (MM) in particular is a complicated disease to manage with rapidly-evolving data and treatment standards. Treatment guidelines list multiple reasonable treatment options and often do not provide recommendations that are specific for individual patients. Therefore, patient-provider collaboration in treatment decision-making is a particularly important aspect of optimal MM care. This report aims to examine whether continuing medical education (CME) programming can help prepare physicians and other care providers to integrate the latest clinical data as well as the preferences of their patients into the decision-making process.Methods: A CME-certified, video-based educational program was developed and posted on the Clinical Care Options' website on July 16, 2015. The educational program covered SDM concepts along with review of the clinical data and treatment guidelines critical to make optimal treatment decisions for patients with MM. Program participants were asked a series of 3 questions at the start of the program (baseline) and again after program completion (post-education). Data were collected from July 16, 2015 to December 4, 2015 from the 1253 program participants (64% MDs/NPs/PAs, 7% nurses; Figure 1) The impact of the education was calculated and reported as a Cohen's d effect using a matched-pair response comparison (n = 85) from the baseline and post-education questions.Results: At baseline, only 24% of program participants indicated that they would consider patient preferences as part of their decision-making process (Table 1). This significantly increased to 69% (45% improvement; P < .0001) among those that completed the program. The second question exposed program participants to a case vignette that challenged their ability to consider the available data along with patient preferences when making a treatment decision for a patient with MM. At baseline, only 51% of participants chose a treatment course that matched expert recommendations. However, after program completion, 90% chose the optimal answer, representing a 39% improvement (P = .0003). Finally, when asked to explain and manage a treatment-related adverse event, 47% of participants chose the optimal response at baseline and after completing the educational activity, 90% chose the optimal response, representing a 43% improvement (P = .0008). Overall, practical significance testing indicated that the activity had a positive impact on learners, with a Cohen’s d effect size calculation of +1.41. In a post activity survey, each participant was asked how many of their patients were likely to benefit from their participation in this activity; the results totaled 7993 patients.Conclusions: These data strongly suggest that CME programs focused on SDM can help prepare providers to consider patient preferences along with the available clinical data to make treatment decisions most likely to result in outcomes that matter most to their patients. Further randomized studies would be warranted to confirm these results. A full review of the study results and recommendations will be presented. This program was supported by independent educational grants from Celgene Corporation, Onyx Pharmaceuticals, and Takeda Pharmaceuticals North America, Inc. [Display omitted] [Display omitted] DisclosuresKumar:Skyline: Honoraria, Membership on an entity's Board of Directors or advisory committees; Celgene: Consultancy, Research Funding; BMS: Consultancy; Onyx: Consultancy, Research Funding; Kesios: Consultancy; Sanofi: Consultancy, Research Funding; AbbVie: Research Funding; Glycomimetics: Consultancy; Janssen: Consultancy, Research Funding; Millennium: Consultancy, Research Funding; Array BioPharma: Consultancy, Research Funding; Noxxon Pharma: Consultancy, Research Funding.

Use of video-based education and tele-health home monitoring after liver transplantation: Results of a novel pilot study

In this observational study, we analyzed the feasibility and early results of a perioperative, video-based educational program and tele-health home monitoring model on postoperative care management and readmissions for patients undergoing liver transplantation. Twenty consecutive liver transplantation recipients were provided with tele-health home monitoring and an educational video program during the perioperative period. Vital statistics were tracked and monitored daily with emphasis placed on readings outside of the normal range (threshold violations). Additionally, responses to effectiveness questionnaires were collected retrospectively for analysis. In the study, 19 of the 20 patients responded to the effectiveness questionnaire, with 95% reporting having watched all 10 videos, 68% watching some more than once, and 100% finding them effective in improving their preparedness for understanding their postoperative care. Among these 20 patients, there was an observed 19% threshold violation rate for systolic blood pressure, 6% threshold violation rate for mean blood glucose concentrations, and 8% threshold violation rate for mean weights. This subset of patients had a 90-day readmission rate of 30%. This observational study demonstrates that tele-health home monitoring and video-based educational programs are feasible in liver transplantation recipients and seem to be effective in enhancing the monitoring of vital statistics postoperatively. These data suggest that smart technology is effective in creating a greater awareness and understanding of how to manage postoperative care after liver transplantation.

A Video-Based Program to Educate High School Students About Serious Mental Illness

The video-based educational program was well received by both teachers and students. Teachers said they would use the videotape and curriculum supplement again, and students wanted even more detailed information about mental illness and its effects on families. The results of the study demonstrate that the program had significant short-term impact on the knowledge and opinions of adolescents in a school setting. The findings suggest that video-based instruction may hold considerable promise for increasing mental health knowledge and encouraging more sensitive attitudes about mental illness among adolescents. The preliminary assessment of the program's effectiveness indicates that mental health knowledge is more effectively taught when it is presented from the perspective of the group targeted for the educational exposure and that emotional and personal reactions to mental illness should be presented along with cognitive information. However, because the assessment of this intervention was limited in scope...