SCL Health, St. Joseph Hospital, Radiation Oncology, Denver, Colorado, USA.
SCL Health, Broomfield, Colorado, USA.
J Appl Clin Med Phys. 2022 May;23(5):e13601. doi: 10.1002/acm2.13601. Epub 2022 Apr 28.
To improve patient education delivered over telemedicine by using a "flipped classroom"-inspired approach.
A "flipped classroom" is an education strategy used to engage active learning by sending students home with lecture material and reserving classroom time for collaborative learning. To adapt this approach for use in radiation oncology patient education, three pieces of written education material were created: introduction to radiation oncology, treatment planning scan, and treatment delivery. An automated system was created to deliver precisely timed emails at three time points ahead of appointments. Appointment time was then used for collaborative learning with our staff. As a primary endpoint, email engagement metrics were tracked via the automated system. Secondarily, enrolled patients were surveyed to assess level of understanding (before vs. after intervention), anxiety (before vs. after intervention), and satisfaction. Additionally, email delivery timing, clarity, relevance, and patient support were evaluated. Data analyses test the impact of active learning against our existing education approaches.
Overall, 77.1% of the emails were opened, and of those, patients accessed 72.2% of the education material. Patients re-read the education material 4.6 times on average. Active learning increased patient understanding regarding the purpose of the treatment planning scan (p = 0.031) and increased patient understanding of what to expect during daily radiation treatments (p = 0.0078). Patients reported reduced anxiety (p = 0.031) and high scores for satisfaction, timing, clarity, relevance, and overall support.
Patient engagement with the education material was high, and they continued to access it many times. Active learning enhances patient comprehension of complex treatment information leading to decreased anxiety. Furthermore, this technique can be incorporated into existing telemedicine with basic technology.
通过使用“翻转课堂”启发式方法来提高远程医疗中的患者教育效果。
“翻转课堂”是一种通过将课堂时间用于协作学习，将讲座材料发送给学生回家以进行主动学习的教育策略。为了将这种方法应用于放射肿瘤学患者教育中，我们创建了三个书面教育材料：放射肿瘤学概论、治疗计划扫描和治疗实施。创建了一个自动化系统，以便在预约前的三个时间点准时发送电子邮件。然后，将预约时间用于与我们的工作人员进行协作学习。作为主要终点，通过自动化系统跟踪电子邮件参与度指标。其次，通过调查入组患者来评估理解水平（干预前后）、焦虑程度（干预前后）和满意度。此外，还评估了电子邮件的发送时间、清晰度、相关性和患者支持。数据分析检验主动学习对我们现有教育方法的影响。
总体而言，77.1%的电子邮件被打开，其中 72.2%的患者访问了教育材料。患者平均重新阅读教育材料 4.6 次。主动学习增加了患者对治疗计划扫描目的的理解（p=0.031），并增加了患者对日常放射治疗期间预期的理解（p=0.0078）。患者报告焦虑程度降低（p=0.031），对满意度、时间安排、清晰度、相关性和整体支持的评分较高。
患者对教育材料的参与度很高，并且他们多次继续访问它。主动学习增强了患者对复杂治疗信息的理解，从而降低了焦虑。此外，这种技术可以通过基本技术整合到现有的远程医疗中。
