Internet-Enabled Interactive Multimedia Asthma Education Program: A Randomized Trial

Krishna, Santosh; Francisco, Benjamin; Balas, E. Andrew; König, Peter; Graff, Gavin R.; Madsen, Richard

doi:10.1542/peds.111.3.503

Cited by 244 publications

(213 citation statements)

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“…1). Of these 16 studies, 11 (69%) reported on randomised controlled trials (RCT) (10 two-arm RCTs [50][51][52][53][54][55][56][57][58][59], one three-arm RCT [60]) and 5 (31%) were feasibility studies employing a pre-post design [61][62][63][64][65] (Multimedia Apendix 2). Two of the RCTs reported on the same intervention [51,59], however, as they reported on different outcomes, and different uses of theory, we have considered them as separate interventions.…”

Section: Resultsmentioning

confidence: 99%

Theory-Based Digital Interventions to Improve Asthma Self-Management Outcomes: Systematic Review (Preprint)

Lycett¹,

Raebel²,

Wildman³

et al. 2018

Preprint

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Section: Resultsmentioning

confidence: 99%

Theory-Based Digital Interventions to Improve Asthma Self-Management Outcomes: Systematic Review (Preprint)

Lycett¹,

Raebel²,

Wildman³

et al. 2018

Preprint

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“…Doctors' offices and hospitals have taken an interest in supplementing asthma education given in a professional setting with technology based education methods [78,79]. Using a program based on the National Asthma Education and Prevention Program, one randomized control study consisting of children under age 18 years (n=246) tested the value of a new electronic educational tool called an "Interactive Multimedia Program for Asthma Control and Tracking" or IMPACT [79].…”

Section: Clinical Computer-based Educationmentioning

confidence: 99%

“…Using a program based on the National Asthma Education and Prevention Program, one randomized control study consisting of children under age 18 years (n=246) tested the value of a new electronic educational tool called an "Interactive Multimedia Program for Asthma Control and Tracking" or IMPACT [79]. The IMPACT program focused on asthma pathophysiology, triggers, medication, and self-management strategies and was met with notable success [79]. The intervention group showed an increase in asthma knowledge, reduced asthma morbidity, and reduced emergency room costs following program completion [79].…”

Section: Clinical Computer-based Educationmentioning

confidence: 99%

“…The IMPACT program focused on asthma pathophysiology, triggers, medication, and self-management strategies and was met with notable success [79]. The intervention group showed an increase in asthma knowledge, reduced asthma morbidity, and reduced emergency room costs following program completion [79]. A follow-up study of the IMPACT program evaluated lung function, children's and parents' perception of the program, as well as the elements evaluated in the initial study [80].…”

Section: Clinical Computer-based Educationmentioning

confidence: 99%

“…A reoccurring limitation of the reviewed literature was the fact that cognitive levels of younger children had not been fully considered during the creation of the educational tools, which prevented some children from using them [13,15,78,79]. Even when researchers attempted to include young children in their studies, the children's parents were primarily responsible for completing the program and reporting results [78].…”

Section: Literature Gaps: Recommendations Future Researchmentioning

confidence: 99%

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Audience, Content, Media: A Literature Review about Factors to Consider When Designing Technology Based Asthma Education Programs for Children

Wyatt¹

2015

J Child Adolesc Behav

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Childhood asthma is a growing societal problem that causes suffering for children and families. Short of finding a cure, the best way to address this problem is to give children with asthma the resources they need to control their condition. Unfortunately, research and resources for young children with asthma are lacking. The authors hypothesize that an approach using technology based delivery methods to provide age-appropriate education, which promotes self-regulation and includes psychosocial elements, could help children with asthma decrease exacerbations in the short term and establish healthy habits in the long term. To lay the groundwork for the initial investigation of this hypothesis, the authors reviewed the literature for three elements: audience (children with asthma), content (self-regulation and psychosocial elements), and media (mobile technology applications and digital story). Literature was reviewed for children's beliefs about illness and medication, self-regulation versus selfmanagement, the psychosocial elements of parental support and peer influences, technology and education, clinical computer-based education, electronic educational games, and smartphone applications. The gaps in the literature found regarding these topics point to areas where future research would be instructive for designing effective, technology based applications for children with asthma. To produce the most effective asthma education materials for children, all three elements in this literature review-audience, content, and medium-should be investigated in future research studies.

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Educating Adolescents About Acne Vulgaris

Koch¹,

Ryder²,

Dziura³

et al. 2008

Arch Dermatol

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Intervention: All participants completed a brief enrollment questionnaire to gauge baseline knowledge of acne vulgaris. Subjects were then randomized to either receive a written handout or watch an audiovisual computerized presentation. Immediately following the intervention, and again at 1 month, patients were asked to complete identical questionnaires to assess change in knowledge. Main Outcome Measures:Change in knowledge about acne vulgaris, as indicated by performance on preintervention, postintervention, and 1-month follow-up questionnaires.Results: Baseline questionnaires were completed by 21 patients in the pilot study and 80 patients in the revised study; 17 (81%) and 77 (96%) completed the respective studies. In both the pilot (P =.64) and revised (P =.63) studies, there was no significant difference between intervention groups in terms of baseline knowledge or gain in knowledge. Immediately postintervention, both groups showed significant improvement from baseline (PϽ.001 in the revised study and PϽ .01 in the pilot study). At the 1-month follow-up, patients in the pilot study randomized to receive the computerized presentation still showed significant gain in knowledge from baseline (PϽ.05), while those in the handout group did not. Meanwhile, both intervention groups in the revised study continued to show significant gain in knowledge from baseline at 1 month (P Ͻ .001). Conclusion:Both written handouts and audiovisual computerized presentations about acne vulgaris confer significant and equivalent benefits in terms of short-and long-term knowledge gains among adolescent patients with acne.

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Internet-Enabled Interactive Multimedia Asthma Education Program: A Randomized Trial

Abstract: Supplementing conventional asthma care with interactive multimedia education can significantly improve asthma knowledge and reduce the burden of childhood asthma.

Cited by 244 publications

References 20 publications

Theory-Based Digital Interventions to Improve Asthma Self-Management Outcomes: Systematic Review (Preprint)

Theory-Based Digital Interventions to Improve Asthma Self-Management Outcomes: Systematic Review (Preprint)

Audience, Content, Media: A Literature Review about Factors to Consider When Designing Technology Based Asthma Education Programs for Children

Educating Adolescents About Acne Vulgaris

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