OBJECTIVE: To compare the efficacy of written handouts with that of audiovisual computerized presentations in educating adolescents about acne vulgaris. DESIGN: Randomized study. SETTING:A private dermatology office or 1 of 3 general pediatric clinics in New Haven. PARTICIPANTS: One hundred one adolescent patients, aged 13 to 17 years. Intervention All participants completed a brief enrollment questionnaire to gauge baseline knowledge of acne vulgaris. Subjects were then randomized to either receive a written handout or watch an audiovisual computerized presentation. Immediately following the intervention, and again at 1 month, patients were asked to complete identical questionnaires to assess change in knowledge. MAIN OUTCOME MEASURES: Change in knowledge about acne vulgaris, as indicated by performance on preintervention, postintervention, and 1-month follow-up questionnaires. RESULTS: Baseline questionnaires were completed by 21 patients in the pilot study and 80 patients in the revised study; 17 (81%) and 77 (96%) completed the respective studies. In both the pilot (P = .64) and revised (P = .63) studies, there was no significant difference between intervention groups in terms of baseline knowledge or gain in knowledge. Immediately postintervention, both groups showed significant improvement from baseline (P < .001 in the revised study and P < .01 in the pilot study). At the 1-month follow-up, patients in the pilot study randomized to receive the computerized presentation still showed significant gain in knowledge from baseline (P < .05), while those in the handout group did not. Meanwhile, both intervention groups in the revised study continued to show significant gain in knowledge from baseline at 1 month (P < .001). Conclusion Both written handouts and audiovisual computerized presentations about acne vulgaris confer significant and equivalent benefits in terms of short- and long-term knowledge gains among adolescent patients with acne.
RCT Entities:
OBJECTIVE: To compare the efficacy of written handouts with that of audiovisual computerized presentations in educating adolescents about acne vulgaris. DESIGN: Randomized study. SETTING: A private dermatology office or 1 of 3 general pediatric clinics in New Haven. PARTICIPANTS: One hundred one adolescent patients, aged 13 to 17 years. Intervention All participants completed a brief enrollment questionnaire to gauge baseline knowledge of acne vulgaris. Subjects were then randomized to either receive a written handout or watch an audiovisual computerized presentation. Immediately following the intervention, and again at 1 month, patients were asked to complete identical questionnaires to assess change in knowledge. MAIN OUTCOME MEASURES: Change in knowledge about acne vulgaris, as indicated by performance on preintervention, postintervention, and 1-month follow-up questionnaires. RESULTS: Baseline questionnaires were completed by 21 patients in the pilot study and 80 patients in the revised study; 17 (81%) and 77 (96%) completed the respective studies. In both the pilot (P = .64) and revised (P = .63) studies, there was no significant difference between intervention groups in terms of baseline knowledge or gain in knowledge. Immediately postintervention, both groups showed significant improvement from baseline (P < .001 in the revised study and P < .01 in the pilot study). At the 1-month follow-up, patients in the pilot study randomized to receive the computerized presentation still showed significant gain in knowledge from baseline (P < .05), while those in the handout group did not. Meanwhile, both intervention groups in the revised study continued to show significant gain in knowledge from baseline at 1 month (P < .001). Conclusion Both written handouts and audiovisual computerized presentations about acne vulgaris confer significant and equivalent benefits in terms of short- and long-term knowledge gains among adolescent patients with acne.