Web-based Educational Tool Research Articles

AI chatbot: I want help, not the answer!

In recent years, the integration of artificial intelligence (AI) into educational settings has become a topic of great interest. As technology continues to evolve, educators and students are exploring how AI can enhance learning experiences. University of South-Eastern Norway (USN) and Kristiania University College (HK) are developing a web-based educational tool, DbPersist, where IT students can practice tasks within the database subject and receive automated feedback. The latest version now also offers students suggestions on how to utilize AI for learning while they are solving various database related tasks. In this study, we explore the students' experiences with getting automatically generated “prompts” for further use in their preferred AI tool, whenever they request assistance. Do they see the value in gaining experience in using prompts designed for learning? Do they believe it might help them using AI for learning purposes in other courses in their study? To answer these questions, we conducted surveys and interviews. Participants included bachelor students across various disciplines and multiple campuses at USN. The participants were all enrolled in database courses with learning goals involving the database query language SQL and ER modelling (drawing Entity-Relationship Diagrams). Early findings suggest that students appreciate the assistance provided by DbPersist’s AI prompts. They value the emphasis on AI-assisted learning and find the prompts useful for getting assistance in solving difficult tasks as opposed to getting complete answers. They also see the value in gaining experience in using AI chatbots using prompts designed for learning and understanding. As AI continues to shape education, tools like DbPersist offer exciting possibilities. DbPersist exemplifies how AI may be used to empower students, emphasizing learning and understanding alongside correctness.

Exploring the understanding of reproducibility among stakeholders within academia and their expectations for a web-based education tool: A qualitative study

ABSTRACT Although reproducibility is central to the scientific method, its understanding within the research community remains insufficient. We aimed to explore the perceptions of research reproducibility among stakeholders within academia, learn about possible barriers and facilitators to reproducibility-related practices, and gather their suggestions for the Croatian Reproducibility Network website. We conducted four focus groups with researchers, teachers, editors, research managers, and policymakers from Croatia (n = 23). The participants observed a lack of consensus on the core definitions of reproducibility, both generally and between disciplines. They noted that incentivization and recognition of reproducibility-related practices from publishers and institutions, alongside comprehensive education adapted to the researchers’ career stage, could help with implementing reproducibility. Education was considered essential to these efforts, as it could help create a research culture based on good reproducibility-related practices and behavior rather than one driven by mandates or career advancement. This was particularly found to be relevant for growing reproducibility efforts globally. Regarding the Croatian Reproducibility Network website, the participants suggested we adapt the content to users from different disciplines or career stages and offer guidance and tools for reproducibility through which we should present core reproducibility concepts. Our findings could inform other initiatives focused on improving research reproducibility.

Using the interactive software FossilSketch to teach micropaleontology to undergraduate students

Micropaleontology is a critical tool for determining the ages of geologic records, reconstructing ancient environments, and monitoring modern ecosystem health. However, most students are not exposed to micropaleontology in their college coursework. To enable non-expert instructors to integrate microfossil identification training in their undergraduate courses, we developed FossilSketch, an interactive web-based educational tool that introduces students to the basics of micropaleontology and guides students through a scaffolded learning experience that develops microfossil identification skills. Here we test the impact of FossilSketch on students’ ability to learn micropaleontology skills, such as identification of microfossils to genus level and basics of fossil data analysis, using data on students’ performance and survey responses collected in an undergraduate paleontology course for geology majors at a large public university. A total of 112 students took part in this study. Analysis of classroom assessments showed that junior and senior geology majors who used FossilSketch were better able to understand the process of microfossil identification, recognize morphological characteristics, and achieve a correct identification than those who did not use FossilSketch. Students who used FossilSketch needed to ask the teaching assistant fewer questions and felt better prepared for specimen-based work than students who did not use FossilSketch. These results suggest that FossilSketch improves students’ understanding of the microfossil identification process.

Web-based applications in higher education: revolutionising language learning in the digital age

This research article aimed to examine the utilisation of web applications in higher education, specifically focusing on their presentation and usage. Methodology: a mixed approach was used in the study. The results showed that by analysing how these applications are used and discussing user perspectives, the study shed light on the interplay between technical functionality and social engagement in information and communication technologies. Students in higher education view educational web applications as supplementary resources, utilising them for tasks such as translation and pronunciation practice. It can be concluded that the active and productive use of educational mobile applications by students in Ukraine has notably increased, particularly in the context of war. The key benefits reported by students included the accessibility and convenience of web-based educational tools. These applications serve as both learning aids and motivational tools, addressing challenges such as remote learning and limited English-language materials. The widespread use of web applications during times of war has proven instrumental in maintaining educational access and quality in Ukraine.

Piloting a Patient Tool to Aid Palliative Care Referrals during Advanced Lung Cancer Treatment

ContextPatient misperceptions are a strong barrier to early palliative care discussions and referrals during advanced lung cancer treatment. ObjectivesWe developed and tested the acceptability of a web-based patient-facing palliative care education and screening tool intended for use in a planned multilevel intervention (i.e., patient, clinician, system-level targets). MethodsWe elicited feedback from advanced lung cancer patients (n = 6), oncology and palliative care clinicians (n = 4), and a clinic administrator (n = 1) on the perceived relevance of the intervention. We then tested the prototype of a patient-facing tool for patient acceptability and preliminary effects on patient palliative care knowledge and motivation. ResultsPartners agreed that the intervention—clinician palliative care education and an electronic health record-integrated patient tool—is relevant and their feedback informed development of the patient prototype. Advanced stage lung cancer patients (n = 20; age 60 ± 9.8; 40% male; 70% with a technical degree or less) reviewed and rated the prototype on a five-point scale for acceptability (4.48 ± 0.55), appropriateness (4.37 ± 0.62), and feasibility (4.43 ± 0.59). After using the prototype, 75% were interested in using palliative care and 80% were more motivated to talk to their oncologist about it. Of patients who had or were at risk of having misperceptions about palliative care (e.g., conflating it with hospice), 100% no longer held the misperceptions after using the prototype. ConclusionThe palliative care education and screening tool is acceptable to patients and may address misperceptions and motivate palliative care discussions during treatment.

Streamlined Genetic Education and Cascade Testing in Men from Hereditary Breast Ovarian Cancer Families: A Randomized Trial.

When a pathogenic BRCA1 or BRCA2 mutation is identified in a family, cascade genetic testing of family members is recommended since the results may inform screening or treatment decisions in men and women. However, rates of cascade testing are low, and men are considerably less likely than women to pursue cascade testing. To facilitate cascade testing in men, we designed a Web-based genetic education tool that addressed barriers to cascade testing, was individually tailored, delivered proactively, and could be used in lieu of pretest genetic counseling to streamline the cascade testing process. We randomized 63 untested men from hereditary cancer families to Web-based genetic education (WGE) versus enhanced usual care (EUC). WGE participants were provided access to a genetic education website after which they could accept or decline genetic testing or opt for pretest genetic counseling. EUC participants received an informational brochure and a letter informing them of their eligibility for genetic testing and recommending they schedule genetic counseling. The primary outcome was the uptake of genetic testing. Men in the WGE group were more likely to complete genetic counseling and/or genetic testing (43% vs. 12.1%; χ2 [n = 63, df = 1] = 7.77, p = 0.005). WGE participants were also more likely to complete genetic testing compared to men in the EUC group (30% vs. 9.1%; χ2 [n = 63, df = 1] = 4.46, p = 0.03). This preliminary trial suggests that a streamlined approach to genetic testing using proactively delivered genetic education may reduce barriers to cascade testing for at-risk men, leading to increased uptake. These results should be interpreted cautiously given the select sample and high rate of non-response.

Development and validation of D-PATH website to improve hypertension management among hypertensive patients in Malaysia.

This study aimed at developing and validating a web application on hypertension management called the D-PATH website. The website development involved three stages: content analysis, web development, and validation. The model of Internet Intervention was used to guide the development of the website, in addition to other learning and multimedia theories. The content was developed based on literature reviews and clinical guidelines on hypertension. Then, thirteen experts evaluated the website using Fuzzy Delphi Technique. The website was successfully developed and contains six learning units. Thirteen experts rated the website based on content themes, presentation, interactivity, and instructional strategies. All experts reached a consensus that the web is acceptable to be used for nutrition education intervention. D-PATH is a valid web-based educational tool ready to be used to help disseminate information on dietary and physical activity to manage hypertension. This web application was suitable for sharing information on dietary and physical activity recommendations for hypertension patients.

A mobile application-based post-stroke care strategy for survivors and their caregivers for prevention and management of post-stroke complications - "Stroke Home Care:" Development and feasibility.

In developing nations such as India, a disparity exists between the available resources for stroke rehabilitation and the substantial burden of stroke cases. Consequently, the provision of cost-effective and multidisciplinary post-stroke rehabilitation care to stroke survivors becomes of paramount importance. The utilization of mobile applications (apps) for stroke care has been on the rise, offering a personalized and pragmatic solution with the potential for wider reach in settings constrained by limited resources. To address the unmet needs in the prevention and management of post-stroke complications, we conceptualized a strategy known as a mobile application-based post-stroke care strategy for both survivors and their caregivers. The scope of the app's focus was determined based on the incidence of post-stroke complications within a prospective cohort of stroke patients, in conjunction with existing literature. An initial "web-based mobile app" prototype was crafted to align with the identified focus area. Before the development of the final app version, a feasibility study was conducted involving 30 participant dyads (comprising a patient and a caregiver). Content validity was evaluated by a panel of 20 stroke experts encompassing neurologists, nurses, physiotherapists, and psychologists. The "Stroke Home Care" (SHC) mobile app was conceived as a web-based educational tool aimed at preventing and managing post-stroke complications. It seeks to train caregivers of immobile stroke patients in the administration of preventive and therapeutic care procedures, thereby potentially enhancing survivors' quality of life and alleviating caregivers' burden. The feasibility and validity studies indicated "high satisfaction" levels among most caregivers and experts (>75%), with the remainder expressing "satisfaction" and no "dissatisfaction" regarding app utilities. Stroke experts unanimously deemed the app "appropriate", with consensus on contents, video quality, video length, and voice clarity. Caregivers reported "satisfactory" user experiences, encountering no issues during app installation or operation. Suggestions from both caregivers and experts were integrated into the final app version. The "SHC" app represents a feasible and well-received innovation tailored for the use by caregivers of stroke survivors. Consequently, the initial feasibility of the developed app serves as a precursor to a randomized controlled clinical trial aimed at substantiating its effectiveness within the post-stroke survivor and caregiver population. Notably, within resource-constrained contexts, this app has the potential to be a pivotal tool for post-stroke care.

Piloting a Spanish-Language Web-Based Tool for Hereditary Cancer Genetic Testing.

The delivery of hereditary cancer pre-test education among Spanish-language patients is impeded by the dearth of Spanish-speaking genetic counselors. To address this gap, we evaluated a web-based genetic education tool delivered in Spanish to provide information typically discussed during an initial genetic counseling session. Spanish-speaking patients with a personal or family history of cancer were recruited at two centers in Puerto Rico and through social media. A total of 41 participants completed a survey before and after viewing the tool to measure knowledge, attitudes, and decisional empowerment. A subset of 10 participants completed a virtual semi-structured interview to assess the usability and appropriateness of the tool. Paired t-tests were calculated to evaluate changes in knowledge and attitudes. A McNemar test assessed for decisional empowerment. Interview transcripts were translated from Spanish to English and inductively coded and analyzed. Results revealed significant increases in knowledge (p < 0.001), while attitudes about genetic testing did not change (p = 0.77). The proportion of individuals who felt fully informed and empowered to decide about whether to undergo genetic testing increased from 15% to 51% (p < 0.001). Qualitative data indicated that participants found the tool easy to use with informative and valuable content. Our findings suggest this Spanish-language tool is a user-friendly and scalable solution to help inform and empower many individuals to decide about cancer genetic testing, recognizing that others may still benefit from genetic counseling prior to testing.

User and Usability Testing of a Web-Based Genetics Education Tool for Parkinson Disease: Mixed Methods Study.

Genetic testing is essential to identify research participants for clinical trials enrolling people with Parkinson disease (PD) carrying a variant in the glucocerebrosidase (GBA) or leucine-rich repeat kinase 2 (LRRK2) genes. The limited availability of professionals trained in neurogenetics or genetic counseling is a major barrier to increased testing. Telehealth solutions to increase access to genetics education can help address issues around counselor availability and offer options to patients and family members. As an alternative to pretest genetic counseling, we developed a web-based genetics education tool focused on GBA and LRRK2 testing for PD called the Interactive Multimedia Approach to Genetic Counseling to Inform and Educate in Parkinson's Disease (IMAGINE-PD) and conducted user testing and usability testing. The objective was to conduct user and usability testing to obtain stakeholder feedback to improve IMAGINE-PD. Genetic counselors and PD and neurogenetics subject matter experts developed content for IMAGINE-PD specifically focused on GBA and LRRK2 genetic testing. Structured interviews were conducted with 11 movement disorder specialists and 13 patients with PD to evaluate the content of IMAGINE-PD in user testing and with 12 patients with PD to evaluate the usability of a high-fidelity prototype according to the US Department of Health and Human Services Research-Based Web Design & Usability Guidelines. Qualitative data analysis informed changes to create a final version of IMAGINE-PD. Qualitative data were reviewed by 3 evaluators. Themes were identified from feedback data of movement disorder specialists and patients with PD in user testing in 3 areas: content such as the topics covered, function such as website navigation, and appearance such as pictures and colors. Similarly, qualitative analysis of usability testing feedback identified additional themes in these 3 areas. Key points of feedback were determined by consensus among reviewers considering the importance of the comment and the frequency of similar comments. Refinements were made to IMAGINE-PD based on consensus recommendations by evaluators within each theme at both user testing and usability testing phases to create a final version of IMAGINE-PD. User testing for content review and usability testing have informed refinements to IMAGINE-PD to develop this focused, genetics education tool for GBA and LRRK2 testing. Comparison of this stakeholder-informed intervention to standard telegenetic counseling approaches is ongoing.

A Web-Based Intervention to Address Risk Factors for Maternal Morbidity and Mortality (MAMA LOVE): Development and Evaluation Study.

Maternal mortality in the United States is a public health crisis and national emergency. Missed or delayed recognition of preventable life-threatening symptoms and untimely treatment of preventable high-risk medical conditions have been cited as key contributors to the nation's worsening mortality rates. Effective strategies are urgently needed to address this maternal health crisis, particularly for Black birthing populations. Morbidity and Mortality Assessment: Lifting Outcomes Via Education (MAMA LOVE) is a web-based platform that focuses on the identification of maternal morbidity and mortality risk factors. The purpose of this paper is to present the conceptualization, development, heuristics, and utility evaluation of the web-based maternal mortality risk assessment and educational tool MAMA LOVE. A user-centered design approach was used to gain feedback from clinical experts and potential end users to ensure that the tool would be effective among groups most at risk for maternal morbidity and mortality. A heuristic evaluation was conducted to evaluate usability and need within the current market. Algorithms describing key clinical, mental health, and social conditions were designed using digital canvas software (Miro) and incorporated into the final wireframes of the revised prototype. The completed version of MAMA LOVE was designed in Figma and built with the SurveyJS platform. The creation of the MAMA LOVE tool followed three distinct phases: (1) the content development and creation of an initial prototype; (2) the feedback gathering and usability assessment of the prototype; and (3) the design, development, and testing of the final tool. The tool determines the corresponding course of action using the algorithm developed by the authors. A total of 38 issues were found in the heuristic evaluation of the web tool's initial prototype. Maternal morbidity and mortality is a public health crisis needing immediate effective interventions. In the current market, there are few digital resources available that focus specifically on the identification of dangerous symptoms and risk factors. MAMA LOVE is a tool that can address that need by increasing knowledge and providing resources and information that can be shared with health care professionals.

The Use of Google Classroom As A Blended Learning Method For Eighth Grade English Learners SMP Muhammadiyah Rappang

In this study, Google Classroom's use as a web-based teaching tool for 8th-grade English courses at SMP Negeri Muhammadiyah Rappang is investigated. The research employed a qualitative descriptive approach to examine Google Classroom-related problems faced by teachers and students. In-depth interviews, questionnaires, and unbiased observation were used to gather the data. The outcomes demonstrated that students had favorable perceptions of utilizing Google Classroom. The study's first dimension was on how simple it was to utilize, download lessons, and send assignments. The majority of respondents—about 68%—agreed that Google Classroom improved learning productivity for eighth-graders. The effectiveness of Google Classroom was the second factor, and 44% of respondents concurred that it was simple to use. The third dimension addressed Google Classroom usage challenges such as slow internet connections, media availability limitations, and student aptitudes. Concerning network connection restrictions, 24 respondents (47.1%) agreed while 29.4% disagreed. The fourth dimension concentrated on internet quota and network-related solutions. The majority of respondents concurred that developing new networks, asking for support from the school or parents, or all three might aid in overcoming these obstacles

Appraisal of the PathoDiscovery: an interactive web-based educational tool for teaching pathophysiology and histopathology.

Virtual pathology education has shown to enhance the students' learning experience. At the Radboud University, an E-learning platform-called the "PathoDiscovery"-was developed and first used in a course about neoplasm development amongst first year (bio)medical sciences students. The PathoDiscovery incorporates high-power microscopic images, histological annotations, interactive questions and pre-programmed feedback.The objective of our study was to develop and evaluate the PathoDiscovery within the "Neoplasm" course focusing on student perceptions of usability and utility. For this study the online feedback on the PathoDiscovery that was obtained anonymously from (bio)medical students over two consecutive academic years was analyzed. The responses of the first year were used to make improvements. After the second year, the feedback of the two academic years was compared. The rating of the E-learning increased from 6.8 (n = 285) to 7.4 (n = 247) after implementation of feedback obtained in the first year. The students judged the structure as logical (90%). The content was considered easy or just right (57%), matched the learning objectives (76%), and contributed to knowledge development (78%). We conclude that the first experiences with the PathoDiscovery are positive for both students and lecturers; it is an example of a dynamic online learning tool that is easily adaptable and is well suited for a blended learning approach.

COVID-19 Response Resource Engagement and User Characteristics of the Wichealth Web-Based Nutrition Education System: Comparative Cross-sectional Study.

In response to the COVID-19 pandemic, Wichealth launched 4 information resources on the site's user landing dashboard page. These resources were used consistently during the period in which they were available (April 1, 2020, through October 31, 2021); however, only 9% (n=50,888) of Wichealth users eligible for inclusion in the study accessed at least one resource. User engagement with emergency response resources within the context of a web-based health educational tool has not been well investigated due to a paucity of opportunities and a lack of the ability to evaluate relevant users at scale. This investigation was carried out to understand if user characteristics and behaviors measured by the Wichealth web-based education system are associated with a participant's motivation, or lack thereof, to engage with the added COVID-19 resources. Sociodemographic characteristics were gathered from Wichealth users with at least one lesson completed and a complete user profile to identify which factors increase the likelihood of user access of any of the Wichealth COVID-19 response resources during the 19-month period between April 1, 2020, and October 31, 2021. A logistic regression analysis was conducted to determine the relative importance of all factors on the likelihood of a user accessing the COVID-19 resources. A total of 50,888 unique Wichealth users included in the study accessed the COVID-19 response resources 66,849 times during the time period. During the same period, 510,939 unique Wichealth users completed at least one lesson about how to engage in healthy behaviors with respect to parent-child feeding but did not access any COVID-19 resources. Therefore, only 9% of Wichealth users who completed a lesson during the time when COVID-19 response resources were available accessed any of the information in those resources. Users of the Spanish language Wichealth version, older users, those less educated, and users with prior Wichealth lesson engagement demonstrated the greatest likelihood of COVID-19 resource use. This investigation presents findings that demonstrate significant differences between Wichealth users that opted to access COVID-19-specific resources and those who chose not to during their web-based educational session. Reaching users of a web-based educational system with supplemental information may require multiple strategies to increase coverage and ensure the widest possible distribution.

Evaluating the impact of a new educational tool on understanding of polygenic risk scores for alcohol use disorder.

As gene identification efforts have advanced in psychiatry, so have aspirations to use genome-wide polygenic information for prevention and intervention. Although polygenic risk scores (PRS) for substance use and psychiatric outcomes are not yet available in clinical settings, individuals can access their PRS through online direct-to-consumer resources. One of these widely used websites reports that alcohol use disorder is the third most requested PRS out of >1,000 conditions. However, data indicate that there are misunderstandings about complex genetic concepts, with a lower understanding of PRS being associated with a more negative impact of receiving polygenic risk information. There is a need to develop and evaluate educational tools to increase understanding of PRS. We conducted a randomized controlled trial to evaluate the impact of web-based educational information on understanding of PRS for alcohol use disorder. A total of 325 college students (70.4% female; 43.6% White; mean age = 18.9 years) from an urban, diverse university completed the study. Overall, participants were highly satisfied with the educational information. Results from a one-way ANOVA indicated that there was a significant increase in overall understanding of PRS for alcohol use disorder (p-value < 0.001), among individuals who received educational information about PRS and alcohol use disorder, as compared to receiving no accompanying information (adj. p-value < 0.001), or educational information about alcohol use disorder only (adj. p-value < 0.001). These findings suggest that the web-based educational tool could be provided alongside polygenic risk information in order to enhance understanding and interpretation of the information. [ClinicalTrials.gov], identifier [NCT05143073].

Take on transplant: human-centered design of a patient education tool to facilitate informed discussions about lung transplant among people with cystic fibrosis.

Lung transplant (LTx) saves lives in cystic fibrosis (CF). However, many potential candidates express uncertainty about LTx and die before receiving this treatment. CF guidelines recommend LTx education and clinical discussions well before the need for LTx arises, but limited patient resources exist. We engaged people with CF and CF physicians in human-centered design of "Take On Transplant" (TOT), a web-based education tool to prepare patients for LTx discussions. Across 3 phases, needs assessment, design groups, and iterative user testing of TOT, we refined TOT from wireframe prototypes, to an interactive website, to a fully functional intervention ready for clinical trials. Fifty-five people with CF and 105 physicians identified information needs to prepare for LTx discussions. Design groups (n = 14 participants) then established core requirements: didactic education ("Resource Library"), patient narratives ("CF Stories"), frequently asked questions ("FAQ"), and self-assessment to tailor content ("My CF Stage"). Iterative usability testing (n = 39) optimized the design of CF Stories and prototype layout. We then developed the TOT website and demonstrated feasibility and preliminary efficacy of use through 2-week field testing (n = 9). Our human-centered design process provided guidance for educational tools to serve the evolving needs of potential LTx candidates. Our findings support the process of patient deliberation as a foundation for shared decision-making in CF, and inform educational tools that could potentially translate beyond LTx. TOT fills a critical gap in preparing people with CF for shared decision-making about LTx and may serve as a model for educational tools for other preference-sensitive decisions.

Evaluating the effect of online surgical education on intraoperative cholangiogram interpretation: a pilot study.

Web-based educational tools can support practitioners in their early years of surgical training. Such tools may be an alternative platform to meet the changing needs in surgical training and professional development and may help explain complex surgical principles providing a structured learning platform that is relevant in the day-to-day surgical operating room setting. We investigated the impact of an online surgical education initiative on inter-observer variability and accuracy of IOC interpretation. A convenience sample of seven surgical observers evaluated 100 IOCs before and after an online surgical series to evaluate their interpretation. The online video series characterized IOCs using nine key elements. The seven observers were surgical trainees of varying experience, from first-year surgical trainees tosurgical fellows, within a metropolitan hospital in Melbourne, Australia. Inter-observer variability improved within six of nine key elements following the online tutorial. The accuracy of three out of these interpretations also significantly improved following the tutorial. Inter-observer agreement of proximal biliary opacification improved from moderate (kappa (κ)=0.491) to good (κ=0.725), with an improvement in accuracy from 95% to 99% (P=0.009). Similarly, inter-observer agreements of cystic duct leaks dramatically improved from no agreement (κ=-0.089) to moderate agreement (κ=0.548), with detection rates improving from 67% to 82% (P < 0.05). Through an innovative pilot online surgical education, inter-observer agreement and overall accuracy in the key elements of IOC interpretation improved. A larger multicenter study evaluating the effect of online surgical education on intraoperative cholangiogram interpretation is justified.

Design and Development of an e-Learning Patient Education Program for Self-management Support in Patients With Rheumatoid Arthritis

Background Patient education is integral to the treatment and care of patients with rheumatoid arthritis. Furthermore, change is taking place in the organization of health care systems because of a demographic shift toward aging populations and advancements in digital technologies, allowing for new interventions. However, evidence on how to provide web-based patient education within arthritis is limited. Objective This study aimed to develop an e-learning education program targeting patients with rheumatoid arthritis. Methods The development involved content specification and creative design with contributions from the investigators, patient research partners, and experts in communication, digital design, and e-learning. It was theoretically framed within theories of self-management and behavior change, multimedia learning, and entertainment education and empirically based on the evidence of patient education in rheumatoid arthritis and focus group discussions with patients, nurses, and rheumatologists. Finally, we conducted a feasibility test among 10 patients to assess the acceptability and usability of the program to identify areas to be adjusted. Results The 5 following themes for educational needs were found in focus group discussions: “Knowledge of rheumatoid arthritis,” “The disease course and prognosis,” “Medical treatment,” “A new life situation,” and “Daily life with rheumatoid arthritis.” Based on these themes, a didactic and entertaining e-learning program with a simple user interface was created. It consists of 3 modules covering the disease course, examinations, treatment, and daily life with rheumatoid arthritis. It combines animations, videos, podcasts, text, speech, and tests. The patients who tested the program found it to be feasible—that is, clear in content and easy to understand with a suitable pace and coherence between graphics, speech, and text. Conclusions This e-learning program is based on solid theoretical knowledge that meets users’ needs and is easy to use. Our study describes possible elements integrated in the development of web-based educational tools that can guide future development processes.

Increasing Advocacy Awareness in Early Career Rheumatologists: A Web-Based Educational Tool.

To evaluate the utility of a web-based advocacy training tool in increasing advocacy awareness. Early career rheumatologists who attended 2019 American College of Rheumatology Advocacy 101 were invited to participate. A web-based tool consisting of 9 cases covering various aspects of advocacy was developed and included the opportunity for continuing medical education credit. A preparticipation questionnaire surveyed prior involvement, knowledge, and willingness to participate in an advocacy program. Participants rated cases based on educational quality, relevance of content, achievement of training goals, competency, and evidence of bias. Two web-based conferences were held to address technical questions, review, and discussion of cases and responses, and to obtain feedback. Twenty-one early career rheumatologists from 9 academic institutions enrolled, with 15 (75%) completing all cases. Correct continuing medical education answers were scored on 85% of cases. Overall educational quality of content received a mean rating of 4.3 of 5. Seven cases achieved positive ratings for relevance of case content, achievement of training goals, objectivity, and competency. All cases were assessed free of bias. Feedback indicated that 30 minutes were dedicated to each case, and that a combination of skill set and content learning were most effective. Pre- and postquestionnaire scores indicated significant improvement in knowledge of advocacy matters (P < 0.0001). A web-based advocacy training tool was successful in significantly improving awareness and knowledge of advocacy matters among early career rheumatologists. This innovative educational tool may play a vital role in shaping the future of rheumatology for both patients and physicians.

Technology-enhanced AcceleRation of Germline Evaluation for Therapy (TARGET): A randomized controlled trial of a pretest patient-driven webtool vs. genetic counseling for prostate cancer germline testing

BackgroundGermline testing has an increasingly important role in prostate cancer care. However, a relative shortage of genetic counselors necessitates alternate strategies for delivery of pre-test education for germline testing. This study, funded by the Prostate Cancer Foundation, seeks to address the need for novel methods of delivery of pre-test germline education beyond traditional germline counseling to facilitate informed patient decision-making for germline testing. MethodsThis is a two-armed randomized controlled trial (RCT) with a target enrollment of 173 participants with prostate cancer per study arm (total anticipated n = 346). Patients who meet criteria for germline testing based on tumor features, family history or Ashkenazi Jewish ancestry are being recruited from 5 US sites including academic, private practice and Veterans healthcare settings. Consenting participants are randomized to the interactive pretest webtool or germline counseling with assessment of key patient-reported outcomes involved in informed decision-making for germline testing. ResultsParticipants complete surveys at baseline, after pretest education/counseling, and following disclosure of germline results. The primary outcome of the study is decisional conflict for germline testing. Secondary outcomes include genetic knowledge, satisfaction, uptake of germline testing, and understanding of results. ConclusionOur hypothesis is that the web-based genetic education tool is non-inferior to traditional genetic counseling regarding key patient-reported outcomes involved in informed decision-making for germline testing. If proven, the results would support deploying the webtool across various practice settings to facilitate pre-test genetic education for individuals with prostate cancer and developing collaborative care strategies with genetic counseling.ClinicalTrials.gov Identifier: NCT04447703