Design of Customized Mobile Application for Patient Adherence to Oral Anticancer Medications Utilizing User-Centered Design

Hsu, Grace; Crawford, Stephanie Y.; Paolella, Gennaro; Cuéllar, Sandra; Wirth, Scott; Venepalli, Neeta K.; Wang, Edward; Hughes, Donna; Boyd, Andrew D.

doi:10.5210/jbc.v41i1.7499

Cited by 8 publications

(5 citation statements)

References 21 publications

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“…In addition, updated clinic or office procedures may be needed to establish quality initiatives in documenting patient start dates and discontinuation dates for OAMs [ 92 ]. Electronic tools, such as mobile apps, may help pharmacists and other healthcare professionals in providing patient education and assessing adherence, while assisting patients in medication management [ 15 , 93 , 94 ]. Published interventions include interactive telephone interventions spearheaded by nurses, medication management appointments combined with side effect monitoring by pharmacists, patient-centered applications to increase OAM adherence, and creation of an entire clinic solely dedicated to OAMs [ 34 , 93 , 95 , 96 ].…”

Section: Communicationmentioning

confidence: 99%

“…Electronic tools, such as mobile apps, may help pharmacists and other healthcare professionals in providing patient education and assessing adherence, while assisting patients in medication management [ 15 , 93 , 94 ]. Published interventions include interactive telephone interventions spearheaded by nurses, medication management appointments combined with side effect monitoring by pharmacists, patient-centered applications to increase OAM adherence, and creation of an entire clinic solely dedicated to OAMs [ 34 , 93 , 95 , 96 ]. Despite the potential of such initiatives to enhance patient care, systematic constructs (i.e., communication flow, care delivery, social dynamics, and work environment) that coexist with an intervention may alter or even compromise effectiveness.…”

Section: Communicationmentioning

confidence: 99%

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Adherence to Oral Anticancer Medications: Evolving Interprofessional Roles and Pharmacist Workforce Considerations

et al. 2018

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Interprofessional care is exhibited in outpatient oncology practices where practitioners from a myriad of specialties (e.g., oncology, nursing, pharmacy, health informatics and others) work collectively with patients to enhance therapeutic outcomes and minimize adverse effects. Historically, most ambulatory-based anticancer medication therapies have been administrated in infusion clinics or physician offices. Oral anticancer medications (OAMs) have become increasingly prevalent and preferred by patients for use in residential or other non-clinic settings. Self-administration of OAMs represents a significant shift in the management of cancer care and role responsibilities for patients and clinicians. While patients have a greater sense of empowerment and convenience when taking OAMs, adherence is a greater challenge than with intravenous therapies. This paper proposes use of a qualitative systems evaluation, based on theoretical frameworks for interdisciplinary team collaboration and systems science, to examine the social interactionism involved with the use of intravenous anticancer treatments and OAMs (as treatment technologies) by describing patient, organizational, and social systems considerations in communication, care, control, and context (i.e., Kaplan’s 4Cs). This conceptualization can help the healthcare system prepare for substantial workforce changes in cancer management, including increased utilization of oncology pharmacists.

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Section: Communicationmentioning

confidence: 99%

Section: Communicationmentioning

confidence: 99%

Adherence to Oral Anticancer Medications: Evolving Interprofessional Roles and Pharmacist Workforce Considerations

et al. 2018

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“…This use is long known and it relies on the notion that visualizations tools can promote comprehension, and foster insights into abstract phenomena and levels of organization, generally and specifically for biochemical phenomena (Scaife and Rogers, 1996;Schönborn and Anderson, 2006). In addition, visualization tools including pictures and animations were found to improve the communication of scientific jargon terms to lay audiences, and thus enhance the understanding of these verbal messages (Hsu et al, 2017). Memory has been reported to be greater for visuals than words.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Teachers personalize videos and animations of biochemical processes: results from a professional development workshop

Dorfman

Terrill

Patterson

et al. 2019

Chem. Educ. Res. Pract.

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Despite the advancements in the production and accessibility of videos and animations, a gap exists between their potential for science teaching and their actual use in the classroom. The aim of this study was to develop and evaluate an approach to boost chemistry and biology teachers’ Technological Pedagogical Content Knowledge (TPACK) and their confidence regarding the use of videos and animations in class, which are required for their effective implementation. Twelve experienced high-school chemistry and biology teachers participated in a professional development workshop including biochemistry and technological–pedagogical lectures along with video-editing instruction and practice. Teachers were provided with digital videos including high-resolution scientifically based animations and were encouraged to edit them based on their pedagogical experience and the needs of their class. We investigated how the workshop affected teachers' TPACK-confidence and TPACK. TPACK-confidence was assessed by pre- and post-workshop questionnaires and open-ended feedback questionnaires. TPACK was assessed by analyses of the edited digital videos and pedagogical considerations submitted by the teachers. It was found that teachers' TPACK-confidence was significantly higher following the workshop. There was also a development in the teachers' TPACK. They were able to recommend to use digital videos in a variety of classroom situations based on the technological pedagogical knowledge (e.g., as an opening to a new topic) and their TPACK (e.g., to visualize complex biochemical processes). We also found a development in their video-editing skills and their knowledge of how to use this technology effectively in biochemistry lessons. Results indicate that training teachers in using technological tools while providing them with relevant Content Knowledge and TPACK, and relying on their pre-existing Pedagogical Content Knowledge may assist them develop their TPACK and TPACK-confidence. This may promote the effective use of videos and animations in biochemistry teaching.

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“…Although currently there are over 100,000 apps to download from the Google Play and Apple App stores, very few have been studied in randomized controlled trials [ 17 ], and the apps are written at a grade level higher than the reading level of the patients [ 18 ]. The strength of using mobile health technology lies in its ability to engage the patient via customized interventions [ 19 , 20 ].…”

Section: Introductionmentioning

confidence: 99%

Elderly Medication Adherence Intervention Using the My Interventional Drug-Eluting Stent Educational App: Multisite Randomized Feasibility Trial

Boyd

Ndukwe

Dileep

et al. 2020

JMIR Mhealth Uhealth

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Background A lifesaving treatment for myocardial infarction is the placement of a stent in a closed or obstructed coronary artery. The largest modifiable risk factor after receiving a stent is medication adherence to Dual AntiPlatelet Therapy, a combination of P2Y12 inhibitors and aspirin. Objective This study aimed to determine the acceptability of a protocol and an intervention using the My Interventional Drug-Eluting Stent Educational App (MyIDEA) and to evaluate medication adherence using the proportion of days covered (PDC) and platelet activation tests in a multisite randomized controlled trial. Methods Potential participants who received a post percutaneous coronary intervention (PCI) procedure with a drug-eluting stent were approached. All patients older than 50 years and who spoke English were recruited. Participants were recruited, baseline demographics were collected, and the Hospital Anxiety and Depression Scale (HADS), Rapid Estimate of Adult Literacy in Medicine-Short Form, Burden-Benefit questionnaire, 36-Item Short Form Health Survey, and PCI knowledge questionnaire were administered. Block randomization was used to randomize participants to either usual care or MyIDEA supplementation. MyIDEA is a personalized educational intervention based on the Kolb experiential learning theory using patient narratives for education. During the visits, participants’ blood was collected to measure platelet suppression from medication. During the second and third encounters, the Morisky medication adherence score and cardiology outcomes were measured. The study was conducted at the University of Illinois Hospital and John H Stroger Jr Cook County Hospital with appropriate ethical approvals. Platelet suppression was measured through aspirin reactive units and P2Y12 reactive units. Medication adherence was measured using the PDC. The analysis team was blinded to the participants’ group membership. The primary outcome was a feasibility analysis of recruitment and retention. Results The mean age of participants was 60.4 years (SD 7.1); the majority of patients were black and non-Hispanic. The majority of patients’ reading levels were seventh grade or above, and they were not very familiar with other electronic devices for information and communication. The number of control subjects was 21, and the number of participants in the interventional arm was 24. The interventional group was able to use MyIDEA in both the hospital and outpatient setting. However, there was no significant difference in platelet suppression or medication adherence between groups. There were also differences between the groups in terms of depression and anxiety, initially, as measured by HADS. No documented adverse event associated with the intervention was found. Conclusions Elderly patients are willing to use tablet devices to be educated about health conditions. Additional studies are required to measure the effectiveness and determine the most suitable timing and location for patient education. Trial Registration ClinicalTrials.gov NCT04439864; https://clinicaltrials.gov/ct2/show/NCT04439864

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Design of Customized Mobile Application for Patient Adherence to Oral Anticancer Medications Utilizing User-Centered Design

Abstract: Adherence and compliance to oral anticancer medications (OAMs)

Cited by 8 publications

References 21 publications

Adherence to Oral Anticancer Medications: Evolving Interprofessional Roles and Pharmacist Workforce Considerations

Adherence to Oral Anticancer Medications: Evolving Interprofessional Roles and Pharmacist Workforce Considerations

Teachers personalize videos and animations of biochemical processes: results from a professional development workshop

Elderly Medication Adherence Intervention Using the My Interventional Drug-Eluting Stent Educational App: Multisite Randomized Feasibility Trial

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