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Multimedia education improves knowledge and follow-up in retinopathy of prematurity
Susanna Yau1, Elizabeth Fernandez Paz1, Victoria Chen1
1University of Maryland School of Medicine, Baltimore, Maryland.
Insights
Multimedia patient education materials significantly improved parent knowledge of retinopathy of prematurity (ROP). Higher-income families showed improved follow-up attendance with these ROP resources.
Area of Science:
- Ophthalmology
- Pediatrics
- Health Literacy
Background:
- Written patient education materials (PEM) improve understanding and follow-up for retinopathy of prematurity (ROP).
- Video education can further enhance comprehension for patients with limited literacy.
- This study evaluates a multimedia education program for ROP.
Purpose of the Study:
- To assess the effectiveness of a novel multimedia patient education program.
- To improve parent knowledge of retinopathy of prematurity (ROP).
- To increase follow-up attendance rates in infants at risk for ROP.
Main Methods:
- Developed multimedia PEM (video, handout, website) in English and Spanish, adhering to health literacy guidelines.
- Included 304 parents of infants at risk for ROP in a repeated-measures study.
- Administered pre- and post-surveys for knowledge assessment and tracked follow-up attendance via electronic medical records.
Main Results:
- Significant increase in ROP knowledge scores after multimedia PEM intervention (94.3% vs 62.3%, P < 0.001).
- Multimedia PEM group showed higher post-education knowledge than standard handout group (94.3% vs 83.7%, P = 0.005).
- Follow-up attendance improved significantly (91.5% vs 68.2%, P = 0.01); higher income associated with attendance.
Conclusions:
- Multimedia PEM significantly enhances ROP knowledge compared to baseline.
- The multimedia program improved follow-up attendance in higher-income families with infants with ROP, even after income adjustment.
Background:
Written patient education material (PEM) adhering to health literacy standards has been shown to improve parent understanding and clinic follow-up attendance rates in infants with retinopathy of prematurity (ROP). Video education can further improve patient understanding in patients with limited literacy or health literacy. We investigated the efficacy of a multimedia education program to improve parent knowledge of ROP and follow-up attendance.
Methods:
We created novel multimedia PEM consisting of a video, a handout, and a website (ROPeducation.com) in English and Spanish that adhere to national health literacy guidelines. A total of 304 parents of infants at risk for ROP were included in this repeated-measures study. Surveys assessing knowledge of ROP were administered before and after parents viewed our materials. Follow-up attendance was tracked using electronic medical records.
Results:
Participants demonstrated significant increases in knowledge scores after receiving multimedia PEM (94.3% vs 62.3% [P < 0.001]). Parents who received multimedia PEM had higher post-education knowledge scores than those receiving the standard AAPOS handout (94.3% vs 83.7% [P = 0.005]). Follow-up attendance significantly improved in the multimedia PEM group compared with baseline attendance (91.5% vs 68.2% [P = 0.01]). The odds of follow-up attendance were also increased as a function of family income (P = 0.01). In whole-dataset adjusted analysis, only income remained significantly associated with follow-up attendance (adjusted OR = 1.29 [95% CI, 1.04, 1.53]); however, a significant association (P = 0.047) of multimedia PEM with follow-up persisted in the higher-income stratum of patients even after adjustment for income.
Conclusions:
Multimedia PEM adhering to health literacy standards significantly improves ROP knowledge compared with that preceding receipt of PEM. Among higher-income families, the video, handout, and website created for this study improved follow-up attendance rates in infants with ROP even after adjustment for income.
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