Validation of an educational booklet targeted to patients candidate for total knee arthroplasty

Eschalier, Bénédicte; Descamps, Stéphane; Boisgard, Stéphane; Pereira, Bruno; Lefèvre-Colau, Marie-Martine; Claus, D.; Coudeyre, Emmanuel

doi:10.1016/j.otsr.2013.01.007

Cited by 16 publications

(11 citation statements)

References 16 publications

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“…A single center, randomized controlled single blind two arm parallel group trial with a 1:1 allocation ratio evaluation standard information by the surgeon versus standard information by the surgeon plus delivery of a validated standardized information booklet with respect to 10 items questionnaire [12]. …”

Section: Methodsmentioning

confidence: 99%

“…The primary outcome measure was patient knowledge about TKA assessed on the 10-item questionnaire used in an earlier study [12]. According to clinical relevance and previous works presented in literature, the primary endpoint was evaluated at T2 (last evaluation).…”

Section: Methodsmentioning

confidence: 99%

“…A correct answer to a question added 1 point to the score; incorrect answers and “don’t know” answers were scored 0; thus, the score could range from 0 to 10. The questions reflected the key messages delivered in the information booklet [12]. We are not aware of other tools designed to measure patient knowledge about TKA.…”

Section: Methodsmentioning

confidence: 99%

“…For type I and type II errors of 5% and 10%, respectively, 22 patients were needed per group to detect a difference of at least 2 points on the knowledge score, given that a previous pilot study [12] done by our group showed a standard deviation of 2. Because the two time-point evaluations were fixed according to usual follow-up, the risk of missing data (attrition bias) could be seen as minor.…”

Section: Methodsmentioning

confidence: 99%

“…To our knowledge, no consensus has been developed regarding an information document similar to that described previously for low back pain but specifically designed for patients awaiting TKA [10]. In an open study, we used the method described by McClune et al [11] to develop and validate an information booklet for patients awaiting TKA [12]. …”

Section: Introductionmentioning

confidence: 99%

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Randomized blinded trial of standardized written patient information before total knee arthroplasty

Eschalier

Descamps

Pereira³

et al. 2017

PLoS ONE

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BackgroundThe effect of patient education before total knee arthroplasty (TKA) is controversial. No consensus exists about the optimal content of educational interventions. In a previous study, we developed and validated an educational booklet on the peri-TKA management of knee osteoarthritis.PurposesOur primary purpose was to evaluate the impact of the educational booklet on knowledge among patients awaiting TKA.Patients and methodsThis randomized controlled single-blind trial evaluated standard information by the surgeon with or without delivery of the educational booklet 4–6 weeks before primary noncomplex TKA in patients aged 55–75 years with incapacitating knee osteoarthritis. Patients were enrolled at a French surgical center between June 2011 and January 2012. A patient knowledge score was determined at baseline, on the day before TKA, and 3–6 weeks after TKA, using a self-administered questionnaire developed for our previous study. The assessor was blinded to group assignment.ResultsOf 44 eligible patients, 42 were randomized, 22 to the intervention and 20 to the control group, all of whom were included in the analysis. The groups were comparable at baseline. The intervention was associated with significantly better patient knowledge scores.ConclusionsAn educational booklet improves knowledge among patients awaiting TKA. A study assessing the impact of the booklet combined with a exercise program would be helpful.Level of evidenceLevel I, randomized controlled double-blind trial; see S1 CONSORT Checklist.Trial registrationclinicaltrials.gov #NCT01747759

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Randomized blinded trial of standardized written patient information before total knee arthroplasty

Eschalier

Descamps

Pereira³

et al. 2017

PLoS ONE

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Effect of Prehabilitation Before Total Knee Replacement for Knee Osteoarthritis on Functional Outcomes

et al. 2022

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IMPORTANCE Multidisciplinary prehabilitation before total knee replacement (TKR) for osteoarthritis may improve outcomes in the postoperative period. OBJECTIVE To compare multidisciplinary prehabilitation with usual care before TKR for osteoarthritis in terms of functional independence and activity limitations after surgery. DESIGN, SETTING, AND PARTICIPANTSThis prospective, open-label randomized clinical trial recruited participants 50 to 85 years of age with knee osteoarthritis according to the American College of Rheumatology criteria for whom a TKR was scheduled at 3 French tertiary care centers.

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How Does Osteoarthritis Education Influence Knowledge, Beliefs, and Behavior in People With Knee and Hip Osteoarthritis? A Systematic Review

Simick Behera,

Duong,

Eyles

et al. 2024

Arthritis Care & Research

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ObjectiveTo inform the design and implementation of osteoarthritis (OA) education for people with knee and hip OA, this review investigated: i) the impact of OA education on knowledge, beliefs and behavior, ii) how and why these changes occur.MethodsFive databases ‐ MEDLINE, Excerpta Medica Database (Embase), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Scopus, Physiotherapy Evidence Database (PEDro) ‐ were searched in August 2023. Eligible studies were quantitative, qualitative and mixed‐methods, involving OA education interventions, assessing knowledge, beliefs and/or behavioral outcomes. An interpretivist analytic process guided data evaluation, synthesis and description of meta‐themes.ResultsNinety‐eight studies were included (80 quantitative, 12 qualitative, 6 mixed‐methods). OA education was heterogeneous in content and delivery. Outcome measures varied, with poor distinction between knowledge, beliefs and behavior constructs. Trends toward short‐term knowledge improvement were observed, but there were no clear trends in beliefs or behavior change. Intrinsic factors (e.g. pre‐existing beliefs) and extrinsic factors (e.g. socioeconomic factors) appeared to influence change. Three meta‐themes described how and why changes may occur: i) Engagement ‐ how individuals relate with education content and delivery, ii) Embodiment – the role of experiential factors in learning, and iii) Empowerment ‐ the level of agency education generates.ConclusionBeyond the provision of information and instruction, OA education is a complex, relational process influenced by multidimensional factors. This review identifies potentially important strategies at individual, interpersonal and community levels to support the design and delivery of engaging education that promotes holistic, embodied learning, and facilitates meaningful, empowering change.image

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Validation of an educational booklet targeted to patients candidate for total knee arthroplasty

Abstract: Level IV.

Cited by 16 publications

References 16 publications

Randomized blinded trial of standardized written patient information before total knee arthroplasty

Randomized blinded trial of standardized written patient information before total knee arthroplasty

Effect of Prehabilitation Before Total Knee Replacement for Knee Osteoarthritis on Functional Outcomes

How Does Osteoarthritis Education Influence Knowledge, Beliefs, and Behavior in People With Knee and Hip Osteoarthritis? A Systematic Review

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