Szofia Szeszak1, Rachel Man2, Andrew Love2, Gill Langmack3, Heather Wharrad3, Robert A Dineen4,5. 1. Radiological Sciences, Division of Clinical Neuroscience, Queen's Medical Centre, University of Nottingham, Derby Road, Nottingham, NG7 2UH, UK. 2. School of Art & Design, Nottingham Trent University, Nottingham, UK. 3. Health E-learning and Media group, School of Health Sciences, Queen's Medical Centre, University of Nottingham, Nottingham, UK. 4. Radiological Sciences, Division of Clinical Neuroscience, Queen's Medical Centre, University of Nottingham, Derby Road, Nottingham, NG7 2UH, UK. rob.dineen@nottingham.ac.uk. 5. Sir Peter Mansfield Imaging Centre, Queen's Medical Centre, University of Nottingham, Derby Road, Nottingham, NG7 2UH, UK. rob.dineen@nottingham.ac.uk.
Abstract
BACKGROUND: MRI scans can be distressing for children and often require sedation. Educating children about what to expect reduces anxiety and increases likelihood of successful non-sedated MRI scans. Multimedia tools are a popular means of education. Animated video could provide a free, accessible method of preparing children for MRI scans. OBJECTIVE: To evaluate a new animation video for preparing children for MRI, specifically for decreasing in-scanner motion and examination failure. MATERIALS AND METHODS: We recruited 24 healthy children ages 5-11 years. Participants underwent pre- and post-viewing questionnaires and structured interviews. We then compared median Likert scale score changes between pre- and post-animation questions and analyzed the interview framework. Participants were filmed viewing the animation to calculate time spent looking at the screen to assess how well the video retained children's attention. RESULTS: There were significant improvements in median scores regarding what to expect, checking for metal and keeping still. There were no significant changes in other knowledge-based topics. There were significant improvements in median scores for anxiety-based topics. On average, children watched the screen for 98.9% of the 174-s animation. CONCLUSION: The animation improved knowledge, reduced anxiety, retained attention and was enjoyed by participants. It can be accessed freely via the Internet to help prepare children ages 5-11 for having an MRI scan.
BACKGROUND: MRI scans can be distressing for children and often require sedation. Educating children about what to expect reduces anxiety and increases likelihood of successful non-sedated MRI scans. Multimedia tools are a popular means of education. Animated video could provide a free, accessible method of preparing children for MRI scans. OBJECTIVE: To evaluate a new animation video for preparing children for MRI, specifically for decreasing in-scanner motion and examination failure. MATERIALS AND METHODS: We recruited 24 healthy children ages 5-11 years. Participants underwent pre- and post-viewing questionnaires and structured interviews. We then compared median Likert scale score changes between pre- and post-animation questions and analyzed the interview framework. Participants were filmed viewing the animation to calculate time spent looking at the screen to assess how well the video retained children's attention. RESULTS: There were significant improvements in median scores regarding what to expect, checking for metal and keeping still. There were no significant changes in other knowledge-based topics. There were significant improvements in median scores for anxiety-based topics. On average, children watched the screen for 98.9% of the 174-s animation. CONCLUSION: The animation improved knowledge, reduced anxiety, retained attention and was enjoyed by participants. It can be accessed freely via the Internet to help prepare children ages 5-11 for having an MRI scan.
Entities:
Keywords:
Child; Education; Magnetic resonance imaging; Multi-media; Preparation
Authors: I-Jun Chou; Christopher R Tench; Penny Gowland; Tim Jaspan; Rob A Dineen; Nikos Evangelou; Rasha Abdel-Fahim; William P Whitehouse; Cris S Constantinescu Journal: BMJ Open Date: 2014-10-15 Impact factor: 2.692
Authors: Hannah L McGlashan; Rob A Dineen; Sofia Szeszak; William P Whitehouse; Gabriel Chow; Andrew Love; Gill Langmack; Heather Wharrad Journal: Br J Radiol Date: 2018-05-10 Impact factor: 3.039