Abstract Rationale Pulmonary arterial hypertension (PAH) imposes substantial physical, emotional, and psychosocial burdens. Despite recent therapeutic advances, patients frequently report limited understanding of their disease and unmet informational needs. The Systematic Learning with Technology in Pulmonary Arterial Hypertension (SMART PAH) study evaluated the feasibility and utility of a video-assisted, web-based education library developed by PAH specialists to enhance patient knowledge, engagement, and self-management. Methods We conducted a mixed-methods pilot study among adults with WHO Group 1 PAH at a tertiary referral center. Participants accessed 12 educational videos through a web-based online learning platform and completed pre- and post-intervention assessments at baseline and 4 weeks. Outcome measures included a 24-item PAH knowledge test, Patient Activation Measure (PAM), Patient Health Questionnaire-8 (PHQ-8), Generalized Anxiety Disorder-7 (GAD-7), and emPHasis-10 quality-of-life instrument. Post-video usability and understandability were evaluated using the Patient Education Materials Assessment Tool (PEMAT). Video Data times were analyzed. Semi-structured focus groups provided qualitative feedback. Quantitative data were analyzed using Wilcoxon signed-rank testing and descriptive statistics. Results Eighteen participants were enrolled (median age 59 years; 67% female; 44% idiopathic PAH, 27% CTD PAH). 93% of patients reported use of alternative PH education beyond their clinical team and majority had increased PH educational exposure. Most patients were in WHO Functional Class II (50%) or Class III (33.3%), mostly low risk by REVEAL LITE2, with a median six-minute walk distance of 425 meters. Post intervention, PAM scores significantly increased (median 93 vs. 84; p=0.014), reflecting greater patient activation. Trends toward improved mood and quality of life were observed but not statistically significant (PHQ-8: 4.0→2.5, p=0.23; GAD-7: 2.5→1.0, p=0.72; Emphasis-10: 15→9, p=0.18). Knowledge improved for several modules, notably “Understanding PAH Pathophysiology” (p=0.006) and “Advance Care Planning” (p=0.026). The highest-rated videos, which also had the longest mean viewing times, included Travel with PAH, and Insurance & Disability. Qualitative analysis identified three major themes: (1) Impact of disease, (2) Barriers to Managing Care, and (3) Facilitators of learning through video-based education. Participants described the program as accessible, relatable, and effective in fostering confidence and self-advocacy. Conclusions The SMART PAH video-assisted educational platform was feasible, acceptable, and was associated with improved patient activation and satisfaction. Limited by small sample size and study duration, these findings suggest that video-based, specialist-developed education can bridge informational gaps and enhance patient engagement in PAH. Broader implementation and longer-term evaluation are warranted to assess its impact on mental health, clinical outcomes and quality of life. This abstract is funded by: Intramural Grant Cleveland Clinic Foundation (Research Program Committee #3477)
Sese et al. (Fri,) studied this question.