Gagliano M E
Department of Pediatrics, Duke University Medical Center, Durham, North Carolina.
J Med Educ. 1988 Oct;63(10):785-92. doi: 10.1097/00001888-198810000-00006.
Despite the recent dramatic increase in the use of video for patient education, there has been no critical assessment of this medium. In this paper, the author reviews 25 methodologically-sound studies in order to define the efficacy and limitations of video. Video is as good as and often more effective than traditional methods of patient education in increasing short-term knowledge. It offers no advantage, however, in improving long-term retention of knowledge or in promoting compliance with medical regimens. A strength of video is role-modeling. When applied to well-defined, self-limited stressful situations, role-modeling in video decreases patients' anxiety, pain, and sympathetic arousal while increasing knowledge, cooperation, and coping ability. These effects may carry over for patients to less structured but similarly stressful situations.
尽管最近用于患者教育的视频使用量急剧增加，但尚未对这种媒介进行批判性评估。在本文中，作者回顾了25项方法合理的研究，以确定视频的功效和局限性。在增加短期知识方面，视频与传统患者教育方法一样好，而且通常更有效。然而，在提高知识的长期保留率或促进对医疗方案的依从性方面，视频没有优势。视频的一个优点是榜样示范。当应用于明确界定的、自我限制的压力情境时，视频中的榜样示范可降低患者的焦虑、疼痛和交感神经兴奋，同时增加知识、合作和应对能力。这些效果可能会延续到患者面对结构较松散但类似的压力情境时。
