Computer-based Approaches to Patient Education: A Review of the Literature

Abstract

All articles indexed in MEDLINE or CINAHL, related to the use of computer technology in patient education, and published in peer-reviewed journals between 1971 and 1998 were selected for review. Sixty-six articles, including 21 research-based reports, were identified. Forty-five percent of the studies were related to the management of chronic disease. Thirteen studies described an improvement in knowledge scores or clinical outcomes when computer-based patient education was compared with traditional instruction. Additional articles examined patients' computer experience, socioeconomic status, race, and gender and found no significant differences when compared with program outcomes. Sixteen of the 21 research-based studies had effect sizes greater than 0.5, indicating a significant change in the described outcome when the study subjects participated in computer-based patient education. The findings from this review support computer-based education as an effective strategy for transfer of knowledge and skill development for patients. The limited number of research studies (N = 21) points to the need for additional research. Recommendations for new studies include cost-benefit analysis and the impact of these new technologies on health outcomes over time.

Patient information and education with modern media: the Spine Society of Europe Patient Line

“…Being able to reproduce information is not the same as understanding and being able to apply new knowledge. It is important to comprehend how the patient is processing the information and translating this understanding into action [18]. On average, patients forget half of what they were told by a doctor within 5 min of leaving the consultation room.…”

“…A computer-based resource provides a number of advantages, including ''just-in-time'' availability, a private learning environment, and immediate reinforcement of the learning that has occurred [18]. Interactive technology is able to tailor the information to the individual, who can control the information flow [11].…”

“…At various points during the learning processes, patients need opportunities to reflect on what they have learnt and what they still need to know. Computer-based technologies that customize the assessment and education intervention processes may support this important educational concept [18]. Financial, administrative and attitudinal barriers may limit its progression.…”

“…They have been shown to be effective for persons across the age continuum. Rural patients and those from lower socioeconomic backgrounds respond well to computer-based interventions [18]. In fact, patients with low literacy skills may have greater benefit from the individualized pace of instruction and the nonthreatening learning that occurs with a multimedia programme.…”

“…In fact, patients with low literacy skills may have greater benefit from the individualized pace of instruction and the nonthreatening learning that occurs with a multimedia programme. The use of graphics and audio may make understanding easier for individuals with limited reading ability [18]. It is still difficult to generalize about the effects of computer-generated patient education material on professional practice, but some early studies suggest that repeated instruction by this media results in a greater change of behaviour than single-session traditional instruction [18].…”