Omid Moshtaghi1, Yarah M Haidar1, Ronald Sahyouni1, Ramin Rajaii1, Afsheen Moshtaghi1, Amin Mahmoodi2, Yaser Ghavami1, Harrison W Lin1, Hamid R Djalilian3. 1. Department of Otolaryngology-Head & Neck Surgery, University of California, Irvine, Irvine, CA, USA. 2. Department of Biomedical Engineering, University of California, Irvine, Irvine, CA, USA. 3. Department of Otolaryngology-Head & Neck Surgery, University of California, Irvine, Irvine, CA, USA; Department of Biomedical Engineering, University of California, Irvine, Irvine, CA, USA. Electronic address: hdjalili@uci.edu.
Abstract
INTRODUCTION: Physicians in the ambulatory setting face challenges in adequately educating patients in a brief office encounter. OBJECTIVE: To evaluate the efficacy of an iPad-based interactive educational module (iBook) in various otologic pathologies. METHODS: Patients presenting with symptoms of tinnitus, dizziness, hearing loss, or cochlear implant evaluation were included. In total, 44 patients received the iBook and 22 patients served as controls. Prior to viewing the iBook, patients completed a pre-survey to assess baseline knowledge. After viewing the iBook, patients completed a post-survey to assess changes in perception and knowledge of their disease. Results were compared to that of the control group who did not receive iBook supplementation prior to being seen by the physician. RESULTS: Paired t-test analysis showed significant improvements (p<0.01) in both self-reported perception and concrete understanding in various concepts when compared to pre-iBook results. This was further compared to the control group, which showed a significant gain in factual knowledge (p=0.02). CONCLUSION: Patients who viewed the iBook, personalized to their diagnosis, displayed significantly improved understanding of their condition. Increased use of interactive educational modalities, such as the iBook, can be of benefit to an otologic practice in improving patient education and satisfaction.
INTRODUCTION: Physicians in the ambulatory setting face challenges in adequately educating patients in a brief office encounter. OBJECTIVE: To evaluate the efficacy of an iPad-based interactive educational module (iBook) in various otologic pathologies. METHODS:Patients presenting with symptoms of tinnitus, dizziness, hearing loss, or cochlear implant evaluation were included. In total, 44 patients received the iBook and 22 patients served as controls. Prior to viewing the iBook, patients completed a pre-survey to assess baseline knowledge. After viewing the iBook, patients completed a post-survey to assess changes in perception and knowledge of their disease. Results were compared to that of the control group who did not receive iBook supplementation prior to being seen by the physician. RESULTS: Paired t-test analysis showed significant improvements (p<0.01) in both self-reported perception and concrete understanding in various concepts when compared to pre-iBook results. This was further compared to the control group, which showed a significant gain in factual knowledge (p=0.02). CONCLUSION:Patients who viewed the iBook, personalized to their diagnosis, displayed significantly improved understanding of their condition. Increased use of interactive educational modalities, such as the iBook, can be of benefit to an otologic practice in improving patient education and satisfaction.
Authors: Khushabu Kasabwala; Nitin Agarwal; David R Hansberry; Soly Baredes; Jean Anderson Eloy Journal: Otolaryngol Head Neck Surg Date: 2012-04-03 Impact factor: 3.497
Authors: Peter G Volsky; Cristina M Baldassari; Sirisha Mushti; Craig S Derkay Journal: Int J Pediatr Otorhinolaryngol Date: 2012-07-07 Impact factor: 1.675
Authors: Thomas R Konrad; Carol L Link; Rebecca J Shackelton; Lisa D Marceau; Olaf von dem Knesebeck; Johannes Siegrist; Sara Arber; Ann Adams; John B McKinlay Journal: Med Care Date: 2010-02 Impact factor: 2.983