Department of Orthopedic Surgery, Faculty of Medicine Siriraj Hospital, Mahidol University, 2 Wanglang Road, Bangkoknoi district, Bangkok, 10700, Thailand.
Department of Nursing Siriraj Hospital, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand.
Aging Clin Exp Res. 2021 Jan;33(1):125-131. doi: 10.1007/s40520-020-01514-2. Epub 2020 Mar 6.
Patient education about osteoporosis is an important component of osteoporosis treatment.
To compare the effectiveness of osteoporosis education between video-based learning and traditional lecture-based learning.
Participants who attended the Outpatient Department of Siriraj Hospital during June 2017 to November 2017 were recruited. Ten-question pre- and post-tests were used to evaluate participant osteoporosis knowledge. After finishing the pre-test, patients were randomized to receive osteoporosis education via either traditional lecture-based or video-based learning for 25 min. After the training, patient questions about the subject matter were answered, and then the post-test was administered. Change in score was compared between groups using non-inferiority test at a non-inferiority margin of - 1.
Of 413 participants, 207 and 206 people were allocated to the lecture-based group and the video-based group, respectively. There were no significant differences in baseline characteristics, change in score between pre-test and post-test, or change in score between pre-test and retention test between groups. Non-inferiority test revealed the change in score after video-based learning to be non-inferior to traditional lecture-based learning at a difference of > - 1, α = 0.05 (p < 0.001).
Video-based osteoporosis education can be used as part of a fracture liaison service to provide essential information about osteoporosis to both patients and caregivers. Video-based education is an efficient and effective tool that will reduce dependency on clinicians to provide lecture-based osteoporosis instruction.
Since video- and lecture-based education were found to be equally effective, a standard package for both education techniques should be developed and implemented for all patients.
患者的骨质疏松症教育是骨质疏松症治疗的重要组成部分。
比较基于视频的学习和传统基于讲座的学习在骨质疏松症教育中的效果。
招募于 2017 年 6 月至 2017 年 11 月期间在 Siriraj 医院门诊部就诊的患者。使用 10 个问题的前测和后测来评估参与者的骨质疏松症知识。完成前测后，患者被随机分配接受基于传统讲座的或基于视频的学习，时间为 25 分钟。培训结束后，回答患者关于主题的问题，然后进行后测。使用非劣效性检验，以非劣效性边界为-1，比较两组之间的评分变化。
在 413 名参与者中，207 名和 206 名分别被分配到讲座组和视频组。两组之间的基线特征、前测与后测之间的评分变化或前测与保留测试之间的评分变化均无显著差异。非劣效性检验显示，基于视频的学习后评分的变化与传统基于讲座的学习无差异，差异为> -1，α=0.05（p<0.001）。
基于视频的骨质疏松症教育可作为骨折联络服务的一部分，为患者和护理人员提供有关骨质疏松症的基本信息。基于视频的教育是一种高效且有效的工具，将减少对临床医生提供基于讲座的骨质疏松症指导的依赖。
由于基于视频和基于讲座的教育效果相同，应制定并实施针对两种教育技术的标准方案，供所有患者使用。
