Pojchong Chotiyarnwong1, Wararat Boonnasa2, Chayaporn Chotiyarnwong3, Aasis Unnanuntana4. 1. Department of Orthopedic Surgery, Faculty of Medicine Siriraj Hospital, Mahidol University, 2 Wanglang Road, Bangkoknoi district, Bangkok, 10700, Thailand. 2. Department of Nursing Siriraj Hospital, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand. 3. Department of Rehabilitation Medicine, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand. 4. Department of Orthopedic Surgery, Faculty of Medicine Siriraj Hospital, Mahidol University, 2 Wanglang Road, Bangkoknoi district, Bangkok, 10700, Thailand. uaasis@gmail.com.
Abstract
BACKGROUND: Patient education about osteoporosis is an important component of osteoporosis treatment. AIM: To compare the effectiveness of osteoporosis education between video-based learning and traditional lecture-based learning. METHODS: Participants who attended the Outpatient Department of Siriraj Hospital during June 2017 to November 2017 were recruited. Ten-question pre- and post-tests were used to evaluate participant osteoporosis knowledge. After finishing the pre-test, patients were randomized to receive osteoporosis education via either traditional lecture-based or video-based learning for 25 min. After the training, patient questions about the subject matter were answered, and then the post-test was administered. Change in score was compared between groups using non-inferiority test at a non-inferiority margin of - 1. RESULTS: Of 413 participants, 207 and 206 people were allocated to the lecture-based group and the video-based group, respectively. There were no significant differences in baseline characteristics, change in score between pre-test and post-test, or change in score between pre-test and retention test between groups. Non-inferiority test revealed the change in score after video-based learning to be non-inferior to traditional lecture-based learning at a difference of > - 1, α = 0.05 (p < 0.001). DISCUSSION: Video-based osteoporosis education can be used as part of a fracture liaison service to provide essential information about osteoporosis to both patients and caregivers. Video-based education is an efficient and effective tool that will reduce dependency on clinicians to provide lecture-based osteoporosis instruction. CONCLUSIONS: Since video- and lecture-based education were found to be equally effective, a standard package for both education techniques should be developed and implemented for all patients.
BACKGROUND: Patient education about osteoporosis is an important component of osteoporosis treatment. AIM: To compare the effectiveness of osteoporosis education between video-based learning and traditional lecture-based learning. METHODS: Participants who attended the Outpatient Department of Siriraj Hospital during June 2017 to November 2017 were recruited. Ten-question pre- and post-tests were used to evaluate participant osteoporosis knowledge. After finishing the pre-test, patients were randomized to receive osteoporosis education via either traditional lecture-based or video-based learning for 25 min. After the training, patient questions about the subject matter were answered, and then the post-test was administered. Change in score was compared between groups using non-inferiority test at a non-inferiority margin of - 1. RESULTS: Of 413 participants, 207 and 206 people were allocated to the lecture-based group and the video-based group, respectively. There were no significant differences in baseline characteristics, change in score between pre-test and post-test, or change in score between pre-test and retention test between groups. Non-inferiority test revealed the change in score after video-based learning to be non-inferior to traditional lecture-based learning at a difference of > - 1, α = 0.05 (p < 0.001). DISCUSSION: Video-based osteoporosis education can be used as part of a fracture liaison service to provide essential information about osteoporosis to both patients and caregivers. Video-based education is an efficient and effective tool that will reduce dependency on clinicians to provide lecture-based osteoporosis instruction. CONCLUSIONS: Since video- and lecture-based education were found to be equally effective, a standard package for both education techniques should be developed and implemented for all patients.
Authors: R Okuda; M Osaki; Y Saeki; T Okano; K Tsuda; T Nakamura; Y Morio; H Nagashima; H Hagino Journal: Osteoporos Int Date: 2022-02-23 Impact factor: 4.507
Authors: Paul James Mitchell; Seng Bin Ang; Leilani Basa Mercado-Asis; Reynaldo Rey-Matias; Wen-Shiang Chen; Leon Flicker; Edward Leung; David Choon; Sankara Kumar Chandrasekaran; Jacqueline Clare Therese Close; Hannah Seymour; Cyrus Cooper; Philippe Halbout; Robert Daniel Blank; Yanling Zhao; Jae-Young Lim; Irewin Tabu; Maoyi Tian; Aasis Unnanuntana; Ronald Man Yeung Wong; Noriaki Yamamoto; Ding-Cheng Chan; Joon Kiong Lee Journal: Arch Osteoporos Date: 2022-08-20 Impact factor: 2.879