Sulakvelidze Nika, Burdick Brian, Kaklamani Virginia, Tilton Kay, Baker Kelsey, Kim Janice, Javid Sara, Gralow Julie R
University of Washington School of Medicine, Seattle, WA, USA.
Department of Medicine, Division of Hematology and Oncology, University of Texas Health Science Center - San Antonio, San Antonio, TX, USA.
J Cancer Educ. 2019 Dec;34(6):1234-1240. doi: 10.1007/s13187-019-01578-3.
Newly diagnosed breast cancer patients seek information through a variety of sources. In this small pilot study, we evaluated the feasibility of providing personalizable breast cancer video education prior to the first oncology consultation and compared outcomes to patients receiving standard of care educational materials. Personalized videos included detailed information on a patient's specific grade, stage, and tumor subtype (e.g., grade 2, stage 3, triple negative breast cancer) in addition to general videos that defined the terms of grade, stage, and cancer subtype. Newly diagnosed breast cancer patients who were scheduled for an initial oncology appointment at two sites were enrolled in this prospective, randomized control trial. Twenty-eight patients were assigned to receive either video education (experimental group) with the possibility of personalization or a video explaining how to view cancer education materials at the cancer center website (control group). Sixteen oncologists at the two centers also participated in evaluating patient outcomes. Pre- and post-education surveys queried patient-perceived understanding of breast cancer and treatment, perceived ability for decision-making, confidence in providers, and anxiety and depression symptoms. We observed that patients given video education had greater improvements in some of these areas, with the biggest improvement seen in patients who received a personalized video on their specific tumor subtype (based on tumor receptor status). Overall, however, there were no statistically significant differences between the study groups. We conclude that providing personalized video education during the time prior to first oncologic consultation is feasible and may provide benefit for patients, especially for explaining complex components of a diagnosis, such as a cancer subtype. Further research is needed to determine how to optimally provide education tailored to a given patient and tumor type, and how to leverage patients' electronic devices as an education delivery vehicle.
新诊断出的乳腺癌患者会通过多种渠道寻求信息。在这项小型试点研究中，我们评估了在首次肿瘤会诊前提供个性化乳腺癌视频教育的可行性，并将结果与接受标准护理教育材料的患者进行了比较。个性化视频除了包含定义分级、分期和癌症亚型术语的一般视频外，还包括有关患者特定分级、分期和肿瘤亚型（例如，2级、3期、三阴性乳腺癌）的详细信息。在两个地点安排首次肿瘤预约的新诊断乳腺癌患者被纳入了这项前瞻性随机对照试验。28名患者被分配接受可能个性化的视频教育（实验组）或一段解释如何在癌症中心网站查看癌症教育材料的视频（对照组）。两个中心的16名肿瘤学家也参与了患者结果评估。教育前后的调查询问了患者对乳腺癌和治疗的自我认知理解、决策能力、对医疗服务提供者的信心以及焦虑和抑郁症状。我们观察到，接受视频教育的患者在其中一些方面有更大的改善，在接受关于其特定肿瘤亚型（基于肿瘤受体状态）的个性化视频的患者中改善最为明显。然而，总体而言，研究组之间没有统计学上的显著差异。我们得出结论，在首次肿瘤会诊前的时间里提供个性化视频教育是可行的，可能会给患者带来益处，尤其是在解释诊断的复杂组成部分（如癌症亚型）方面。需要进一步研究以确定如何最佳地提供针对特定患者和肿瘤类型的教育，以及如何利用患者的电子设备作为教育传播工具。
