Educational Activities, Organ Transplants
Conditions
Brief summary
Audiovisual teaching aids can play a significant role for the retention of new material and help overcome barriers such as the physical presence or time restrictions of an instructor. In a clinical setting, multimedia health education can offer an advantage over traditional didactic teaching by engaging patients through visual content and unlimited accessibility. A critical factor to long-term survival of solid organ transplant recipients is compliance to post-transplantation medication and follow-up patient care. Transplant pharmacists serve on multidisciplinary care teams as the medication experts that provide discharge education to recipients and caregivers often at the bedside. The adoption of digital multimedia content for patient education can increase engagement of diverse learning styles while simultaneously reducing potential time conflicts in hospital practice. This study contributes to the literature by assessing the effectiveness of discharge education video(s) on patient satisfaction and knowledge levels which are currently limited.
Interventions
OTHEREducational Videos
Series of six videos each covering a specific aspect of post-transplant care related to medication use or monitoring
Sponsors
Johns Hopkins University
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Intervention model description
Patients in the standard of care arm will be enrolled through a specified date (currently targeting late February 2022, at which time enrolled patients will be included in the intervention group until data collection ceases in late April
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Patients who are solid organ transplant recipients at Johns Hopkins Hospital * Patients who are being managed by an adult solid-organ transplant surgical service * Patients who can speak and read the English language
Exclusion criteria
* Patients with language access services needs will be excluded * Patients who do not meet inclusion criteria
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Patient Transplant Medication and Care Knowledge | Pre- and post-education; pre-education assessment will be completed as soon as feasible after transplant (estimate 1-3 days) and consent; post-education assessment will be completed as soon as is feasible after initial education (estimate 0-2 days) | Change in performance pre and post-education based on responses to questionnaire |
| Patient Satisfaction with Educational Method | As soon as feasible post-education, in concert with post-education knowledge assessment (estimate 0-2 days) | Difference in satisfaction as determined by response to questionnaire post education. A single question score from 1 to 10 will be used, with 10 being highest satisfaction and 1 being the lowest level of satisfaction |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Pharmacist Time Requirement | As soon as feasible post-education (estimate 0-2 days) | Time required by pharmacist for education |
Countries
United States
Outcome results
None listed