Martin P Fox1. 1. College of Education, Department of Educational Psychology, University of Arizona, Tucson, AZ 85721, USA. mfox@email.arizona.edu
Abstract
OBJECTIVE: To evaluate studies that examined the impact of interactive, computer-based education (ICBE) programs on patient education. METHODS: The Medline and CINAHL databases were searched to identify randomized controlled studies that evaluated the impact of ICBE programs. RESULTS: The 25 studies that met the selection criteria generally supported the ability of ICBE programs to promote knowledge gains. Results related to economic or clinical outcomes were less consistent. Significant variations were noted across studies in program features, implementation and integration strategies, and in comparison program attributes and quality. It is likely that these differences contributed to the disparity in findings across studies. CONCLUSION: Although significant inconsistencies in results were noted, the research provided collective evidence that ICBE programs had the potential to add great value to the patient education process. Programs must be properly designed and implementation and integration processes effectively planned in order to achieve consistently positive outcomes. PRACTICE IMPLICATIONS: Consideration of the "best practices" derived from the research and noted in this report will assist healthcare providers in designing, selecting, and implementing effective ICBE programs. 2009 Published by Elsevier Ireland Ltd.
OBJECTIVE: To evaluate studies that examined the impact of interactive, computer-based education (ICBE) programs on patient education. METHODS: The Medline and CINAHL databases were searched to identify randomized controlled studies that evaluated the impact of ICBE programs. RESULTS: The 25 studies that met the selection criteria generally supported the ability of ICBE programs to promote knowledge gains. Results related to economic or clinical outcomes were less consistent. Significant variations were noted across studies in program features, implementation and integration strategies, and in comparison program attributes and quality. It is likely that these differences contributed to the disparity in findings across studies. CONCLUSION: Although significant inconsistencies in results were noted, the research provided collective evidence that ICBE programs had the potential to add great value to the patient education process. Programs must be properly designed and implementation and integration processes effectively planned in order to achieve consistently positive outcomes. PRACTICE IMPLICATIONS: Consideration of the "best practices" derived from the research and noted in this report will assist healthcare providers in designing, selecting, and implementing effective ICBE programs. 2009 Published by Elsevier Ireland Ltd.