van den Heuvel Sander F, Jonker Philip, Hoeks Sanne E, Ismail Sohal Y, Stolker Robert Jan, Korstanje Jan-Wiebe H
From the Department of Anaesthesiology, Erasmus MC University Medical Centre Rotterdam, CA Rotterdam, Netherlands (SFvdH, PJ, SEH, RJS, JWHK), the Department of Psychiatry, Erasmus MC University Medical Centre Rotterdam, Rotterdam, The Netherlands (SYI).
Eur J Anaesthesiol. 2025 Apr 1;42(4):313-323. doi: 10.1097/EJA.0000000000002109. Epub 2024 Dec 19.
Fully digital preoperative information could save valuable time and resources. However, compared with face to face consultations, equivalent levels of safety, patient satisfaction and participation need to be maintained when using other methods to inform patients. This trial compared knowledge retention between preoperative stand-alone video education and face-to-face education by an anaesthesiologist.
To assess if video education, alone or combined with face-to-face education, leads to better knowledge retention more than conventional face-to-face education.
A randomised controlled trial with four arms: Video, Anaesthesiologist, Video & Anaesthesiologist, and Reference for baseline measurements and exploration of a test-enhanced learning effect.
A Dutch tertiary care centre from February 2022 to February 2023.
A total of 767 adult patients undergoing preoperative consultation for elective non-cardiothoracic surgery, with 677 included in the complete case analysis.
Stand-alone preoperative video education and video education in combination with face-to-face education in the preoperative outpatient clinic.
Primary outcome, measured by the Rotterdam Anaesthesia Knowledge Questionnaire, was knowledge retention on day 0. Secondary outcomes included knowledge retention at 14 and 42 days, preoperative anxiety, and the need for additional information using the Amsterdam Preoperative Anxiety and Information Scale. Other outcomes were satisfaction, self-assessed knowledge, and test-enhanced learning effect.
Stand-alone video education led to higher Rotterdam Anaesthesia Knowledge Questionnaire scores than face-to-face education on day 0: median [IQR], 87.5 [81.3 to 93.8] vs. 81.3 [68.8 to 87.5], P < 0.001. Combined education in the "Video & Anaesthesiologist" group led to better knowledge retention compared with both the "Anaesthesiologist" group and the Video group: 93.8 [87.5 to 93.8] vs. 81.3 [68.8 to 87.5], P < 0.001; 93.8 [87.5 to 93.8] vs. 87.5 [81.3 to 93.8], P = 0.01, respectively. No differences in the patients' preoperative anxiety and satisfaction levels were found.
Compared with face-to-face education by an anaesthesiologist, stand-alone video and combined video education improve short-term knowledge retention, without increasing patient anxiety.
ClinicalTrials.gov Identifier: NCT05188547.
全数字化术前信息可节省宝贵的时间和资源。然而，与面对面咨询相比，在使用其他方法告知患者时，需要维持同等水平的安全性、患者满意度和参与度。本试验比较了术前单独视频教育与麻醉医生面对面教育之间的知识保留情况。
评估视频教育单独使用或与面对面教育相结合，是否比传统的面对面教育能带来更好的知识保留效果。
一项随机对照试验，分为四组：视频组、麻醉医生组、视频与麻醉医生组，以及用于基线测量和探索测试增强学习效果的对照组。
2022年2月至2023年2月期间的一家荷兰三级护理中心。
共有767例接受择期非心胸外科手术术前咨询的成年患者，677例纳入完整病例分析。
术前门诊单独的术前视频教育以及视频教育与面对面教育相结合。
主要结局通过鹿特丹麻醉知识问卷测量，为第0天的知识保留情况。次要结局包括第14天和第42天的知识保留情况、术前焦虑，以及使用阿姆斯特丹术前焦虑和信息量表评估的额外信息需求。其他结局包括满意度、自我评估的知识，以及测试增强学习效果。
在第0天，单独的视频教育导致鹿特丹麻醉知识问卷得分高于面对面教育：中位数[四分位间距]，87.5[81.3至93.8]对81.3[68.8至87.5]，P<0.001。“视频与麻醉医生”组的联合教育与“麻醉医生”组和视频组相比，知识保留效果更好：分别为93.8[87.5至93.8]对81.3[68.8至87.5]，P<0.001；93.8[87.5至93.8]对87.5[81.3至93.8]，P=0.01。未发现患者术前焦虑和满意度水平存在差异。
与麻醉医生的面对面教育相比，单独的视频教育和联合视频教育可提高短期知识保留率，且不会增加患者焦虑。
ClinicalTrials.gov标识符：NCT05188547。
