Topics, Delivery Modes, and Social-Epistemological Dimensions of Web-Based Information for Patients Undergoing Renal Transplant and Living Donors During the COVID-19 Pandemic: Content Analysis (Preprint)

Abstract

<sec> <title>BACKGROUND</title> <p>The COVID-19 pandemic has markedly affected renal transplant care. At times of social distancing, limited in-person visits, and confronting uncertainties, patients and donors rely more than ever on telemedicine and online information. Several factors could influence patients’ understanding of online information, such as delivery modes (instruction, interaction, and assessment) and social-epistemological dimensions (choices in interactive knowledge building).</p> </sec> <sec> <title>OBJECTIVE</title> <p>This study systemically evaluated the content and educational quality of online information on COVID-19 and renal transplantation at time of the pandemic.</p> </sec> <sec> <title>METHODS</title> <p>Multiple keyword combinations were used to retrieve websites on COVID-19 and renal transplantation using search engines www.google.com and www.google.nl. From 14 different websites, 30 webpages were examined on source, topics, delivery modes, and social-epistemological dimensions.</p> </sec> <sec> <title>RESULTS</title> <p>The variety of topics and delivery modes was limited. A total of 13 different delivery modes were encountered, of which 62% were instructional, 38% were interactional, and none used assessment modes. None of the websites offered all available delivery modes. The majority of delivery modes (62%) was focused on individual and passive learning, whereas group learning and active constructing knowledge was scantly encountered.</p> </sec> <sec> <title>CONCLUSIONS</title> <p>By taking interactive knowledge transferring into account, the educational quality of eHealth for transplant care could increase, especially in times of crisis when rapid knowledge transfer is needed.</p> </sec>

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

“…ODL is a new mode for traditional IHE, and the greatest challenge for educators is how to prevent passive learning in online education; and when the curriculum has not been designed for this mode (Malhotra, 2020), the authors think that this could increase the risk that students may lose interest in the content. Van Klaveren et al (2020) found that the majority of online delivery modes during the COVID-19 pandemic focused on passive learning. Passive learning “may limit students’ thinking, problem solving abilities, and motivation for learning” (Healy and Smyth, 2017, p. 44).…”

Dietary Assessment and Self-Management Using Information Technology in Order to Improve Outcomes in Kidney Transplant Recipients

“…Recently, the employment of mobile health technology application aimed at managing and monitoring medication for KTR has proved useful for these patients [20]. However, it seems that the quality of online information for transplant health care still needs improvements [21]. A recent clinical trial has shown that a web-based intervention with individual telemedicine couching for three months was able to cause reduction in dietary sodium in CKD patients, including KTR, when compared to regular routine care [22].…”