Stoevesandt Dietrich, Weber Andreas, Wienke Andreas, Bethge Steffi, Heinze Viktoria, Kowoll Simone, Schlitt Axel
Department and Outpatient Clinic for Radiology, University Hospital Halle (Saale), Halle (Saale), Germany.
Institute for Health and Nursing Science, Martin-Luther-University Halle-Wittenberg, Halle (Saale), Germany.
SAGE Open Med. 2020 Aug 25;8:2050312120942118. doi: 10.1177/2050312120942118. eCollection 2020.
Patient education and compliance play an important role in the success of rehabilitation in cardiovascular diseases. The aim of this study is to analyze whether interactive learning methods, in this study, the audience response system with a "clicker," can improve the learning success of patients during and after their rehabilitation process.
In a randomized, prospective cohort study, a total of 260 patients were randomized to either an interactive training group using Athens audience response system or to a control group without the use of audience response system during the educational sessions. Patients were taught and tested on four different topics concerning their primary disease: heart failure, arterial hypertension, prevention of cardiovascular diseases, and coronary heart disease. After each session, the patients had to answer questions on the previously taught topics via questionnaires. These questions were asked again at the day of discharge, as well as 3 and 12 months after discharge. Additional information on the patients' health, plus their mental status, was gathered with the help of further questionnaires (HADS and SF-12).
A total of 260 patients (201 men and 59 women) were recruited. The patients were on average 61.1 ± 11 years old. A significant short-term effect on the patients' knowledge about their disease was found immediately after the educational sessions in the intervention group. However, there was no long-term effect in either the intervention or control group. Although there was no statistical significance found in any of the observations, a positive short-term effect on learning capacity as well as positive trends in mental and physical health after discharge could be found in patients after the use of audience response system during their rehabilitation.
This study provides interesting and new data on the use of an interactive learning method for patients to gain knowledge about their primary disease and eventually improve their physical and mental health status in a long-term perspective. By implementing different and new ways of teaching and interaction during the hospitalization, not only patients, but also medical staff and caregivers could benefit.
患者教育与依从性在心血管疾病康复成功中起着重要作用。本研究的目的是分析互动学习方法，即本研究中的带“点击器”的观众反应系统，是否能在患者康复过程中和康复后提高其学习成效。
在一项随机、前瞻性队列研究中，共有260名患者被随机分为两组，一组在教育课程中使用雅典观众反应系统进行互动培训，另一组为不使用观众反应系统的对照组。就其原发性疾病的四个不同主题对患者进行教学和测试：心力衰竭、动脉高血压、心血管疾病预防和冠心病。每次课程结束后，患者必须通过问卷回答有关之前讲授主题的问题。在出院当天以及出院后3个月和12个月时再次询问这些问题。借助进一步的问卷（医院焦虑抑郁量表和简明健康调查量表）收集有关患者健康状况及其心理状态的更多信息。
共招募了260名患者（201名男性和59名女性）。患者平均年龄为61.1±11岁。干预组在教育课程结束后立即发现对患者疾病知识有显著的短期影响。然而，干预组和对照组均无长期影响。尽管在任何观察中均未发现统计学意义，但在康复期间使用观众反应系统的患者出院后在学习能力方面有积极的短期影响，以及在心理和身体健康方面有积极趋势。
本研究提供了关于使用互动学习方法让患者了解其原发性疾病并最终从长期角度改善其身心健康状况的有趣且新颖的数据。通过在住院期间实施不同的新教学和互动方式，不仅患者，而且医务人员和护理人员都能受益。
