Dataset Information

Effectiveness of an online educational video intervention to improve the knowledge and behavior of contact lens care during the COVID-19 pandemic: A pre-test/post-test design.

ABSTRACT:

Objective

To assess the effectiveness of an online educational video in improving contact lens (CL) care knowledge and behavior.

Methods

Participants completed a 47-item questionnaire on their CL hygiene knowledge and wear and care behavior. A 5-min CL educational video was shown, and participants completed a post-test. After 2 months, the same questionnaire was used to determine knowledge retention and behavioral changes. Descriptive statistics and McNemar's tests were performed.

Results

The mean age of the 132 enrolled participants was 24 years, and 61% were female. The knowledge scores significantly improved after watching the educational video (p < 0.001). Two months after the intervention, the participants reported changes in their hygienic behavior (p < 0.001).

Conclusions

Online video-based learning is an effective educational tool for improving the knowledge and behavior of CL care.

Practice implications

Patient education via online videos is an innovative and successful strategy that raises awareness, increases patient knowledge, and encourages preventative health behavior to avoid CL-related complications.

SUBMITTER: Juhong J

PROVIDER: S-EPMC9551115 | biostudies-literature | 2022 Oct

REPOSITORIES: biostudies-literature

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Publications

Effectiveness of an online educational video intervention to improve the knowledge and behavior of contact lens care during the COVID-19 pandemic: A pre-test/post-test design.

Juhong Jakkrit J Mordmuang Auemphon A Jewboonchu Juntamanee J Udomwech Lunla L

Heliyon 20221011 10

<h4>Objective</h4>To assess the effectiveness of an online educational video in improving contact lens (CL) care knowledge and behavior.<h4>Methods</h4>Participants completed a 47-item questionnaire on their CL hygiene knowledge and wear and care behavior. A 5-min CL educational video was shown, and participants completed a post-test. After 2 months, the same questionnaire was used to determine knowledge retention and behavioral changes. Descriptive statistics and McNemar's tests were performed. ...[more]

PMID: 36247803

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Project description:BackgroundLack of knowledge about systematic reviews (SRs) could prevent individual healthcare workers (HCWs) from using SRs as a source of information in their clinical practice or discourage them from participating in such research. In this study, we aimed to explore in-depth the opinion of a sample of HCWs about the newly created online educational intervention designed to improve knowledge about SRs.MethodsWe created a brief online educational intervention on SRs, consisting of 11 textual modules. We evaluated it among practicing HCWs who graduated from a university-level health sciences program using a mixed-methods pilot study that consisted of pre- and post-intervention questionnaires and qualitative evaluation via semi-structured interviews. We assessed participants' knowledge about SR methodology before and after the intervention, and compared the responses. We sought their opinions about the characteristics of SRs. Also, the participants were presented with four scientific abstracts, where they were asked to distinguish whether those abstracts presented summaries of a systematic or a non-systematic review.ResultsTwelve participants took part in the study. In the pilot study, the participants' knowledge about SRs was improved after the intervention compared to the baseline. Participants provided positive feedback regarding the educational intervention. Suggestions to improve the educational intervention were to provide more details about the forest plot, add more digital content or images, provide more details about the methodological steps of an SR, add descriptions about practical applications of SRs and provide links to additional educational materials. The participants suggested that HCWs could be motivated to take part in such an education if it is offered as continuing medical education (CME) course or credit for academic/career advancement.ConclusionHCWs provided positive feedback about the newly designed online educational intervention on SRs; they considered it an appropriate tool for learning about SRs and resulted in increased knowledge about SRs. In addition, participants gave suggestions for improving education, which can be used to tailor the education for end-users. In future studies, it would be useful to examine the effectiveness of the modified educational intervention on increasing knowledge in a larger sample and in the form of a randomized controlled trial.

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Project description:OBJECTIVE:To evaluate the effectiveness of an educational video explaining aneuploidy testing. METHODS:This was a randomized controlled trial of women with singleton pregnancies having aneuploidy testing at less than 14 weeks of gestation from September 2016 to March 2017 at our prenatal ultrasound center. We developed an educational video on aneuploidy testing. Participants, stratified by age younger than or 35 years or older at estimated delivery date, were randomized to either view or not view the video before their ultrasonogram. Participants 35 years or older also met with a genetic counselor at the ultrasound appointment. All participants completed a survey assessing knowledge of genetic testing (score of 0-15) at baseline and after the appointment. The primary outcome was change in knowledge score after the intervention. A sample size of 23 per group (n=92) was planned for a total of 46 women younger than 35 years of age and 46 women aged 35 years or older. Data are presented as median (interquartile range). RESULTS:Of 104 eligible women who were approached, 92 were randomized. Forty women aged younger than 35 years and 41 women aged 35 years or older completed the study. Baseline characteristics were similar across groups. In women younger than 35 years, the video group had a significant improvement in knowledge score (+2.0 [1.0-5.0]) compared with the control group (0 [-1.0 to 1.0]; P=.01) and reported better understanding of the information compared with the control group (P<.001) with no change in patient satisfaction (P=.25). In women 35 years or older, change in knowledge score was similar for the video and control groups (P=.98) with no difference in self-reported understanding (P=.49) or patient satisfaction (P=.30). CONCLUSION:A patient-centered educational video explaining aneuploidy testing options improved knowledge and self-reported understanding of the information in women younger than 35 years with no change in patient satisfaction. No difference was seen for women 35 years or older, likely as a result of genetic counseling provided to these women.

Dataset Information

Effectiveness of an online educational video intervention to improve the knowledge and behavior of contact lens care during the COVID-19 pandemic: A pre-test/post-test design.

Objective

Methods

Results

Conclusions

Practice implications

Publications

Effectiveness of an online educational video intervention to improve the knowledge and behavior of contact lens care during the COVID-19 pandemic: A pre-test/post-test design.

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