Key result
Targeted education improves AF knowledge scores versus standard care at 12 to 18 months.
Why the study?
Integrated care pathways for AF are important given diverse treatment strategies, and patient knowledge is key to engagement, motivating evaluation of the AF-EduCare/AF-EduApp approach.
Do targeted educational interventions (in-person, online, or app-based) improve atrial fibrillation knowledge and risk factor awareness in patients with atrial fibrillation?
RCT (n=1,232)
randomized
Do targeted educational interventions (in-person, online, or app-based) improve atrial fibrillation knowledge and risk factor awareness in patients with atrial fibrillation?
p-value: p=<0.001
Targeted educational interventions significantly improve disease knowledge in patients with atrial fibrillation, though they have limited impact on personal risk factor awareness.
AIMS: Developing an integrated care pathway for atrial fibrillation (AF) patients is of pivotal importance, given the different treatment strategies. Moreover, knowledge about the condition is an important factor in engaging patients in their care. Patient education formed the core of the integrated AF-EduCare/AF-EduApp approach. The main aim of this manuscript is to report the impact of this approach on AF and risk factor (RF)-related knowledge and self-care awareness. METHODS AND RESULTS: Atrial fibrillation patients (n = 1232) were randomized to standard care (SC) or three educational interventions: in-person, online, or app-based education. Patients in the intervention groups received targeted education based on their responses to the Jessa Atrial fibrillation Knowledge Questionnaire (JAKQ) and a Self-Care Questionnaire (SCQ) presented at different time points. Patients who received educational follow-up reached a significantly higher knowledge score (in-person: 86.5 ± 13.2%; online: 82.5 ± 19.3%; app: 80.1 ± 15.0%) than the SC group (65.3 ± 16.6%) after 12/18 months (P < 0.001). The knowledge rapidly improved with the first sessions (i.e. 3 months) and remained sustained in all education groups. Patients with RF at baseline showed a slight but significant increase in awareness about their RF through education [e.g. no knowledge of last measured systolic blood pressure compared between education vs. SC: odds ratio of 0.45 (P = 0.012)], a change that was not seen in SC patients. Nevertheless, patients keep under-estimating the presence of their own RFs compared with objective documentation in their medical record (e.g. hypertension). CONCLUSION: The JAKQ and SCQ are good instruments to provide targeted education to AF patients in daily clinical care. Knowledge level increases clinically significantly, but the impact on awareness about personal risk factors remains unsatisfactory. REGISTRATION: ClinicalTrials/gov: NCT03707873NCT03788044.
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Knaepen et al. (2025) conducted an RCT in Atrial fibrillation (n=1,232). AF-EduCare and AF-EduApp educational interventions (in-person, online, or app-based) vs. Standard care was evaluated on Atrial fibrillation knowledge score (p=<0.001). Targeted educational interventions (in-person, online, or app-based) significantly improved atrial fibrillation knowledge scores compared to standard care (P<0.001) at 12 to 18 months.
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