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Computer-generated patient education materials: do they affect professional practice? A systematic review
Shaun P Treweek1, Claire Glenton, Andrew D Oxman
1Department of Health Services Research, Oslo, Norway. streweek@online.no
Summary
Computer-generated patient education material (PEM) showed a small, positive impact on healthcare professional practices in a review of three studies. While modest improvements were observed, the complex nature of interventions limits definitive conclusions.
Area of Science:
- Health Informatics
- Medical Education
- Healthcare Management
Background:
- Professional practice in healthcare can be influenced by various educational interventions.
- Patient education material (PEM) is increasingly digitized, with computer-generated resources offering potential benefits.
Purpose of the Study:
- To systematically review randomized controlled trials evaluating the effect of computer-generated patient education material (PEM) on professional practice.
Main Methods:
- A systematic search was conducted across seven electronic databases.
- Included studies were randomized controlled trials assessing computer-generated PEM's impact on professional practice.
- Three studies met the inclusion criteria, all focusing on preventive care with complex interventions.
Main Results:
- All three studies reported improvements in professional practice, though gains were generally modest.
- One study indicated a positive effect on patient outcomes.
- Effect sizes (Mann-Whitney statistics) ranged from 0.48 to 0.66, translating to risk differences of -4% to 32%.
Conclusions:
- Computer-generated PEM appears to have a small, positive effect on professional practice.
- The limited number of studies and complexity of interventions hinder definitive conclusions.
- Future research should focus on well-defined interventions for clearer evaluation of effects and costs.