Isaacson R S, Haynes N, Seifan A, Larsen D, Christiansen S, Berger J C, Safdieh J E, Lunde A M, Luo A, Kramps M, McInnis M, Ochner C N
Weill Cornell Medical College, New York, NY.
Columbia University College of Physicians and Surgeons, New York, NY.
J Prev Alzheimers Dis. 2014;1(2):91-98.
Internet-based educational interventions may be useful for impacting knowledge and behavioral change. However, in AD prevention, little data exists about which educational tools work best in terms of learning and interest in participating in clinical trials.
Primary: Assess effectiveness of interactive webinars vs. written blog-posts on AD prevention learning. Secondary: Evaluate the effect of AD prevention education on interest in participating in clinical trials; Assess usability of, and user perceptions about, an online AD education research platform; Classify target populations (demographics, learning needs, interests).
Observational.
Online.
Men/Women, aged 25+, recruited via facebook.com.
Alzheimer's Universe (www.AlzU.org) education research platform.
Pre/post-test performance, self-reported Likert-scale ratings, completion rates.
Over two-weeks, 4268 visits were generated. 503 signed-up for a user account (11.8% join rate), 196 participated in the lessons (39.0%) and 100 completed all beta-testing steps (19.9%). Users randomized to webinar instruction about AD prevention and the stages of AD demonstrated significant increases (p=0.01) in pre vs. post-testing scores compared to blog-post intervention. Upon joining, 42% were interested in participating in a clinical trial in AD prevention. After completing all beta-test activities, interest increased to 86%. Users were primarily women and the largest category was children of AD patients. 66.3% joined to learn more about AD prevention, 65.3% to learn more about AD treatment.
Webinar-based education led to significant improvements in learning about AD prevention and the stages of AD. AlzU.org participation more than doubled interest in AD prevention clinical trial participation. Subjects were quickly and cost-effectively recruited, and highly satisfied with the AD education research platform. Based on these data, we will further refine AlzU.org prior to public launch and aim to study the effectiveness of 25 interactive webinar-based vs. blog-post style lessons on learning and patient outcomes, in a randomized, within-subjects design trial.
基于互联网的教育干预可能有助于影响知识和行为改变。然而，在阿尔茨海默病（AD）预防方面，关于哪种教育工具在学习以及参与临床试验的兴趣方面效果最佳的数据很少。
主要目标：评估交互式网络研讨会与书面博客文章在AD预防学习方面的效果。次要目标：评估AD预防教育对参与临床试验兴趣的影响；评估在线AD教育研究平台的可用性及用户看法；对目标人群进行分类（人口统计学、学习需求、兴趣）。
观察性研究。
在线。
通过facebook.com招募的25岁及以上男性/女性。
阿尔茨海默病天地（www.AlzU.org）教育研究平台。
测试前/后的表现、自我报告的李克特量表评分、完成率。
在两周内产生了4268次访问。503人注册了用户账户（注册率为11.8%），196人参加了课程（参与率为39.0%），100人完成了所有测试步骤（完成率为19.9%）。与博客文章干预相比，随机接受关于AD预防和AD阶段的网络研讨会指导的用户在测试前和测试后的分数有显著提高（p = 0.01）。加入时，42%的人有兴趣参与AD预防临床试验。完成所有测试活动后，兴趣增加到86%。用户主要是女性，最大的类别是AD患者的子女。66.3%的人加入是为了更多地了解AD预防，65.3%的人是为了更多地了解AD治疗。
基于网络研讨会的教育在AD预防和AD阶段的学习方面带来了显著改善。参与AlzU.org使对AD预防临床试验参与的兴趣增加了一倍多。快速且经济高效地招募了受试者，并且他们对AD教育研究平台非常满意。基于这些数据，我们将在公开推出之前进一步完善AlzU.org，并旨在通过一项随机的受试者内设计试验，研究25节基于交互式网络研讨会与博客文章风格课程在学习和患者结果方面的效果。
