| Literature DB >> 35579109 |
Inge S van Strien-Knippenberg1, Marieke C S Boshuizen2, Domino Determann2, Jasmijn H de Boer1, Olga C Damman1.
Abstract
BACKGROUND: To support patients in shared decision-making about treatment options, patient decision aids (PtDAs) usually provide benefit/harm information and value clarification methods (VCMs). Recently, personalized risk information from prediction models is also being integrated into PtDAs. This study aimed to design decision-relevant information (i.e., personalized survival rates, harm information and VCMs) about adjuvant breast cancer treatment in cocreation with patients, in a way that suits their needs and is easily understandable.Entities:
Keywords: breast cancer; cocreation; health literacy; personalized information; risk communication; shared decision-making
Mesh:
Year: 2022 PMID: 35579109 PMCID: PMC9327829 DOI: 10.1111/hex.13510
Source DB: PubMed Journal: Health Expect ISSN: 1369-6513 Impact factor: 3.318
Figure 1An overview of the project phases
Summary of the objectives, methods and results and key insights
| Part, participants and researchers | Objective | Method | Results and key insights |
|---|---|---|---|
|
| |||
| Cocreation | To gain insight into patients' information needs | Discussing information needs in groups by using a general treatment trajectory timeline | Information needs: |
| Session 1 |
Quick overview of the steps and treatment options at the beginning of the trajectory, with detailed information later on. (Numerical) information about survival, recurrence, side effects and late effects for the treatment options. Information about the time available to consider adjuvant treatment options. Information about healthcare providers, psychological support and follow‐up care. Information about lifestyle and alternative treatments, for example, nutrition and hyperbaric oxygen. Information and attention for spouse and children, that is, the PtDA itself but also options for psychological support. | ||
| Patients ( | |||
| Researchers (O. D., J. B., I. S., M. B.) | |||
| To explore the ideal decision support tool | Sketching and presenting the ideal decision support tool in small groups | Key aspects regarding content: | |
|
Information about applicable options with their benefits and harms. Information about cohesion and potential combination of multiple treatments. A treatment plan with a timeframe. An exercise to discover values/preferences. Emphasizing freedom of choice Overview of resources and additional information. | |||
| Key aspects regarding design: | |||
|
An app suitable for a mobile phone. Possibility to read only the information you want. Pictures/animations. Possibility to make notes. | |||
| Cocreation | To gain insight into how the benefits and harms of the treatment options should be presented | Creating a poster to show what the presentation of benefits and harms in a decision support tool should look like | Important aspects: |
| Session 2 | |||
| Patients ( |
Only showing relevant options. Information about treatment options and their duration. Numbers on survival rates. Information about side effects and late effects with the possibility for more information/descriptions. Information about solutions/medication for side effects. Pictures. Emphasizing freedom of choice. | ||
| Researchers (O. D., J. B., I. S., M. B.) | |||
| To gain insight into how to visualize the survival rates | Assessing six survival rate visualizations for preferences and subjective and objective comprehension | Visualizing personalized survival rates: | |
|
Represent different treatments with different colours. No use of additional pictures. Preference for bar graph. For the less educated, the icon array may be most suitable. | |||
| Cocreation | To gain insight into the best way to design a value clarification method | Individual reflection on seven value clarification methods | Important aspects: |
| Session 3 (individually) |
Simple language/easy to understand. Balanced exercise (not too difficult or too easy) to stimulate reflection. A mix between choosing from a set of predefined statements and own input. Use of pictures/photos. A design that fits the personal character of a value clarification method. Inclusion of a summary/conclusion. | ||
| Patients ( | |||
| Researchers (J. B., O. D.) | |||
| To gain insight into how to visualize the likelihood of side effects | Individual reflection on six visualizations of the likelihood of side effects | Mixed results with four preferred prototypes; two horizontal bars, an icon array and a bar graph. | |
|
| |||
| User testing | To explore the comprehension of a summary table of the benefits and harms (patients only) | Interviewing patients using the summary table | Important aspects: |
| Patients ( |
An overview of options and outcomes is useful. Include numbers. Add descriptions about side effects and late effects. Emphasize that late effects differ from person to person. | ||
| Healthcare providers ( | |||
| Researchers (W. B., I. S., O. D.) | To evaluate the adapted survival rate visualizations (patients and providers) | Answering questions about: First impression, gist of the information, risk perception, uncertainty, personalization and preference | Bar graphs are preferred by both patients and healthcare providers; the advantage of the icon arrays is that they feel more personal. |
| To evaluate the adapted likelihood of sideeffect visualizations (patients and providers) | Same as in point 2 | The horizontal bar without a legend was preferred by both patients and healthcare providers. | |
Abbreviation: PtDA, patient decision aid.
Figure 2Prototypes of visualizations of personalized survival rates
Figure 3Prototypes of visualizations for the likelihood of side effects
Characteristics of the participants in the cocreation sessions and the user testing
| Group session 1 ( | Group session 2 ( | Individual session 3 ( | User testing ( | |
|---|---|---|---|---|
| Demographics | ||||
| Age (years), median | 53.5 | 48.5 | 50.0 | 54.0 |
| (Youngest–oldest) | (46–68) | (46–68) | (46–68) | (44–68) |
| Education level | ||||
| Middle | 4 (40%) | 3 (37.5%) | 4 (57.1%) | 1 (11.1%) |
| High | 6 (60%) | 5 (62.5%) | 3 (42.9%) | 8 (88.9%) |
| Health literacy | ||||
| FCCHL | 5 (50%) | 3 (37.5%) | 3 (42.9%) | 5 (55.6%) |
| FCCHL—low | 5 (50%) | 5 (62.5%) | 4 (57.1%) | 4 (44.4%) |
| Numeracy | ||||
| SNS, | 4.6 (4.1–5.3) | 5.0 (4.0–5.5) | 4.6 (3.9–5.2) | 4.4 (3.9–4.8) |
| (Range: 1–6) | ( | ( | ( | ( |
Abbreviations: FCCHL, Functional Communicative and Critical Health Literacy Scales; IQR, interquartile range; SNS, Subjective Numeracy Scale.
Functional Communicative and Critical Health Literacy Scales. Fourteen items are measured on a 4‐point scale and the total score is the average, ranging from 1 (low HL) to 4 (high HL), with 3 points or less being defined as having low HL.
Subjective Numeracy Scale. Items are measured on a 6‐point scale. The total score is the average of all items, ranging from 1 (low numeracy) to 6 (high numeracy). ,