Steele Joseph R, Jones A Kyle, Clarke Ryan K, Shiao Sue J, Wei Wei, Shoemaker Stowe, Parmar Simrit
Division of Diagnostic Imaging, The University of Texas MD Anderson Cancer Center, Houston, Texas.
Department of Imaging Physics, The University of Texas MD Anderson Cancer Center, Houston, Texas.
J Am Coll Radiol. 2017 Mar;14(3):386-392. doi: 10.1016/j.jacr.2016.11.018. Epub 2017 Jan 20.
The aim of this study was to compare the impact of a digital interactive education platform and standard paper-based education on patients' knowledge regarding ionizing radiation.
Beginning in January 2015, patients at a tertiary cancer center scheduled for diagnostic imaging procedures were randomized to receive information about ionizing radiation delivered through a web-based interactive education platform (interactive education group), the same information in document format (document education group), or no specialized education (control group). Patients who completed at least some education and control group patients were invited to complete a knowledge assessment; interactive education patients were invited to provide feedback about satisfaction with their experience.
A total of 2,226 patients participated. Surveys were completed by 302 of 745 patients (40.5%) participating in interactive education, 488 of 993 (49.1%) participating in document education, and 363 of 488 (74.4%) in the control group. Patients in the interactive education group were significantly more likely to say that they knew the definition of ionizing radiation, outperformed the other groups in identifying which imaging examinations used ionizing radiation, were significantly more likely to identify from a list which imaging modality had the highest radiation dose, and tended to perform better when asked about the tissue effects of radiation in diagnostic imaging, although this difference was not significant. In the interactive education group, 84% of patients were satisfied with the experience, and 79% said that they would recommend the program.
Complex information on a highly technical subject with personal implications for patients may be conveyed more effectively using electronic platforms, and this approach is well accepted.
本研究旨在比较数字交互式教育平台和标准纸质教育对患者关于电离辐射知识的影响。
从2015年1月开始，一家三级癌症中心计划接受诊断成像检查的患者被随机分为三组，分别通过基于网络的交互式教育平台接收有关电离辐射的信息（交互式教育组）、以文档格式接收相同信息（文档教育组）或不接受专门教育（对照组）。邀请至少完成了部分教育的患者以及对照组患者完成知识评估；邀请交互式教育组患者提供对其体验满意度的反馈。
共有2226名患者参与。参与交互式教育的745名患者中有302名（40.5%）完成了调查，参与文档教育的993名患者中有488名（49.1%）完成了调查，对照组488名患者中有363名（74.4%）完成了调查。交互式教育组的患者更有可能表示他们知道电离辐射的定义，在识别哪些成像检查使用电离辐射方面优于其他组，更有可能从列表中识别出哪种成像方式辐射剂量最高，并且在被问及诊断成像中辐射的组织效应时表现往往更好，尽管这种差异不显著。在交互式教育组中，84%的患者对体验感到满意，79%的患者表示他们会推荐该项目。
对于涉及患者个人的高技术主题的复杂信息，使用电子平台可能能更有效地传达，并且这种方法很受欢迎。
