Can an Animation Improve Parents' Knowledge and How Does It Compare to Written Information? Development and Survey Evaluation of an Animation for Parents About Prenatal Sequencing.

OBJECTIVE

To develop and evaluate an animation for parents about prenatal sequencing.

METHODS

A total of 428 participants who had been pregnant, or whose partner had been pregnant, in the past 24 months. Parents, patient organisation representatives and clinicians co-designed the animation describing prenatal sequencing (pS). Participants were semi-randomly assigned to receive one of three interventions (leaflet, animation or both) and answered questions assessing their self-perceived and objective knowledge before (T1) and after the intervention (T2). Satisfaction with and ease of understanding of the information was assessed at T2.

RESULTS

Survey respondents' (leaflet [n = 130], animation [n = 153] and both leaflet and animation [n = 145]) self-perceived understanding and knowledge of genetics and objective knowledge of pS increased after all interventions. The leaflet and animation were equally effective in improving the objective knowledge of pS (F(2, 421) = 2.48, p = 0.085). The animation was viewed positively. Preferences for information format were mixed.

CONCLUSION

Animated and written information can improve knowledge and understanding of pS. Our animation expands the available information resources for parents offered pS. Further research should evaluate the utility of the animation in a clinical setting.