Key result
Interactive patient education using an audience response system significantly improved short-term disease knowledge immediately after sessions, but demonstrated no long-term effect.
Why the study?
Patient education and compliance are vital to cardiovascular rehabilitation, but whether interactive learning via an audience response system improves learning success remained unknown.
Does interactive patient education via an audience response system improve learning success and health status in patients undergoing cardiac rehabilitation?
RCT (n=260)
randomized
Does interactive patient education via an audience response system improve learning success and health status in patients undergoing cardiac rehabilitation?
The use of an interactive audience response system during cardiac rehabilitation educational sessions improves short-term knowledge retention but does not yield significant long-term knowledge or health status benefits.
Answers are grounded in this paper and cite their sources.
Short-term knowledge gains from interactive education do not persist; challenges reliance on single-session interventions without reinforcement in cardiac rehab.
OBJECTIVES: Patient education and compliance play an important role in the success of rehabilitation in cardiovascular diseases. The aim of this study is to analyze whether interactive learning methods, in this study, the audience response system with a "clicker," can improve the learning success of patients during and after their rehabilitation process. METHODS: In a randomized, prospective cohort study, a total of 260 patients were randomized to either an interactive training group using Athens audience response system or to a control group without the use of audience response system during the educational sessions. Patients were taught and tested on four different topics concerning their primary disease: heart failure, arterial hypertension, prevention of cardiovascular diseases, and coronary heart disease. After each session, the patients had to answer questions on the previously taught topics via questionnaires. These questions were asked again at the day of discharge, as well as 3 and 12 months after discharge. Additional information on the patients' health, plus their mental status, was gathered with the help of further questionnaires (HADS and SF-12). RESULTS: A total of 260 patients (201 men and 59 women) were recruited. The patients were on average 61.1 ± 11 years old. A significant short-term effect on the patients' knowledge about their disease was found immediately after the educational sessions in the intervention group. However, there was no long-term effect in either the intervention or control group. Although there was no statistical significance found in any of the observations, a positive short-term effect on learning capacity as well as positive trends in mental and physical health after discharge could be found in patients after the use of audience response system during their rehabilitation. CONCLUSION: This study provides interesting and new data on the use of an interactive learning method for patients to gain knowledge about their primary disease and eventually improve their physical and mental health status in a long-term perspective. By implementing different and new ways of teaching and interaction during the hospitalization, not only patients, but also medical staff and caregivers could benefit.
No takes yet. Share an insight, caveat, or question.
Stoevesandt et al. (2020) conducted an RCT in Cardiovascular diseases (n=260). Interactive training using Athens audience response system vs. Educational sessions without audience response system was evaluated on Knowledge about primary disease. Interactive patient education using an audience response system significantly improved short-term disease knowledge immediately after sessions, but demonstrated no long-term effect.
Synapse has enriched 10 related papers. Consider them for comparative context: