UC Irvine School of Medicine, Irvine, California.
UC Irvine Department of Biomedical Engineering, Irvine, California.
Neurosurgery. 2017 Nov 1;81(5):787-794. doi: 10.1093/neuros/nyx095.
Traumatic brain injury (TBI) is a leading cause of death and disability in the United States. Educational interventions may alleviate the burden of TBI for patients and their families. Interactive modalities that involve engagement with the educational material may enhance patient knowledge acquisition when compared to static text-based educational material.
To determine the effects of educational interventions in the outpatient setting on self-reported patient knowledge, with a focus on iPad-based (Apple, Cupertino, California) interactive modules.
Patients and family members presenting to a NeuroTrauma clinic at a tertiary care academic medical center completed a presurvey assessing baseline knowledge of TBI or concussion, depending on the diagnosis. Subjects then received either an interactive iBook (Apple) on TBI or concussion, or an informative pamphlet with identical information in text format. Subjects then completed a postsurvey prior to seeing the neurosurgeon.
All subjects (n = 152) significantly improved on self-reported knowledge measures following administration of either an iBook (Apple) or pamphlet (P < .01, 95% confidence interval [CI]). Subjects receiving the iBook (n = 122) performed significantly better on the postsurvey (P < .01, 95% CI), despite equivalent presurvey scores, when compared to those receiving pamphlets (n = 30). Lastly, patients preferred the iBook to pamphlets (P < .01, 95% CI).
Educational interventions in the outpatient NeuroTrauma setting led to significant improvement in self-reported measures of patient and family knowledge. This improved understanding may increase compliance with the neurosurgeon's recommendations and may help reduce the potential anxiety and complications that arise following a TBI.
创伤性脑损伤（TBI）是美国导致死亡和残疾的主要原因。教育干预措施可能会减轻 TBI 患者及其家属的负担。与基于静态文本的教育材料相比，涉及与教育材料互动的互动模式可能会增强患者的知识获取。
确定在门诊环境中教育干预对自我报告的患者知识的影响，重点是基于 iPad 的（Apple，Cupertino，California）互动模块。
在一家三级护理学术医疗中心的神经创伤诊所就诊的患者和家属完成了一项预调查，评估 TBI 或脑震荡的基线知识，具体取决于诊断。然后，患者接受了基于 TBI 或脑震荡的互动 iBook（Apple）或具有相同信息的信息小册子。然后，患者在见神经外科医生之前完成了一项后测。
所有患者（n = 152）在接受 iBook（Apple）或小册子（n = 30）后，在自我报告的知识测量方面均有显著提高（P <.01，95%置信区间[CI]）。与接受小册子的患者（n = 30）相比，接受 iBook 的患者（n = 122）在后测中表现更好（P <.01，95% CI），尽管预测得分相等。最后，患者更喜欢 iBook 而不是小册子（P <.01，95% CI）。
在门诊神经创伤环境中进行的教育干预措施导致自我报告的患者和家属知识测量显著提高。这种理解的提高可能会增加对神经外科医生建议的依从性，并有助于减少 TBI 后可能出现的潜在焦虑和并发症。
