Optimizing educational video through comparative trials in clinical environments

Aronson, Ian David; Plass, Jan L.; Bania, Theodore C.

doi:10.1007/s11423-011-9231-4

Cited by 20 publications

(26 citation statements)

References 35 publications

(57 reference statements)

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“…After providing written consent, participants were handed inexpensive netbook computers (approximately $400 at time of purchase) running custom-designed software developed specifically for Aronson and colleagues’ (Aronson & Bania, 2011; Aronson et al, 2012) study. The software integrated data collection instruments with brief educational video segments.…”

Section: Methods and Samplementioning

confidence: 99%

“…All HIV testing was performed by hospital staff separate from this research. To protect patient privacy, the Aronson and colleagues (Aronson & Bania, 2011; Aronson et al, 2012) study did not record HIV test results or other personal health information as part of this research.…”

Section: Methods and Samplementioning

confidence: 99%

“…However, although both sets of theories make extensive recommendations that can be applied to intervention videos, neither conclusively addresses fundamental questions the producers of any intervention video must answer: whether the people appearing onscreen in a video should be racially matched to the viewer and how they should frame their messages (Aronson et al, 2012). The study found that participants first offered an HIV test after watching a video were significantly more likely to test compared to participants who were offered a test by a triage nurse before watching a video (Aronson & Bania, 2011; Aronson et al, 2012). However, no single video emerged as significantly more effective in terms of increasing test rates or pre–post knowledge change.…”

Section: Prior Relevant Research and Rationale For The Current Analysismentioning

confidence: 99%

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How Patient Interactions With a Computer-Based Video Intervention Affect Decisions to Test for HIV

et al. 2013

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The current study examines predictors of HIV test acceptance among emergency department patients who received an educational video intervention designed to increase HIV testing. A total of 202 patients in the main treatment areas of a high-volume, urban hospital emergency department used inexpensive netbook computers to watch brief educational videos about HIV testing and respond to pre-postintervention data collection instruments. After the intervention, computers asked participants if they would like an HIV test: Approximately 43% (n = 86) accepted. Participants who accepted HIV tests at the end of the intervention took longer to respond to postintervention questions, which included the offer of an HIV test, F(1, 195) = 37.72, p < .001, compared with participants who did not accept testing. Participants who incorrectly answered pretest questions about HIV symptoms were more likely to accept testing F(14, 201) = 4.48, p < . 001. White participants were less likely to accept tests than Black, Latino, or "Other" patients, χ 2 (3, N = 202) = 10.39, p < .05. Time spent responding to postintervention questions emerged as the strongest predictor of HIV testing, suggesting that patients who agreed to test spent more time thinking about their response to the offer of an HIV test. Examining intervention usage data, pretest knowledge deficits, and patient demographics can potentially inform more effective behavioral health interventions for underserved populations in clinical settings. Declaration of Conflicting InterestsThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.Reprints and permissions: sagepub.com/journalsPermissions.nav (CDC, 2012). HHS Public AccessIn light of the above, questions of how to design and deliver interventions that increase HIV test rates take on particular significance in high volume, urban health care settings, including hospital emergency departments (EDs), that often serve vulnerable populations who may have limited access to health care providers and, correspondingly, to health education. Interventions must not only be brief enough to offer while patients are receiving treatment; they must also be effective enough to reach patients who decline voluntary HIV testing because they (sometimes) falsely believe they are not at risk (Swenson, Hadley, Houck, Dance, & Brown, 2011) or because they fear a positive result (CDC, 2003). Content and intervention design must also help learners recognize gaps in their knowledge, including misconceptions (Rotheram-Borus, Ingram, Swendeman, & Flannery, 2009). If participants believe they already know all they need to know about HIV, they may not attend to intervention content and may remain unlikely to test. Much remains unknown as to how these interventions can be optimized for patients who could benefit most and how time to completion, baseline knowledge, and participant race may contribute to postintervention behavior in a given setting. et al. (2007, 2009), delive...

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Section: Methods and Samplementioning

confidence: 99%

Section: Methods and Samplementioning

confidence: 99%

Section: Prior Relevant Research and Rationale For The Current Analysismentioning

confidence: 99%

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How Patient Interactions With a Computer-Based Video Intervention Affect Decisions to Test for HIV

et al. 2013

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“…Larger studies increasingly appear to be of videos designed to affect personal health choices in clinical settings (Aronson, Plass, & Bania, 2012;Wang et al, 2008;Wilkins et al, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

Planning and Evaluating Science Video Programs Using Communication Science

Cone¹,

Winters²

2013

Journal of Applied Communications

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“…Health education designed for Spanish speakers is often delivered using low-cost passive methods, such as videos or written materials, or it is provided in person by a physician, nurse, patient navigator, or other health care worker (Harvey & O’Brien, 2011; Livingston et al, 2008). Videos and written materials typically require few resources to deliver, whereas delivery of health education by a health care worker can be time consuming (Aronson, Plass, & Bania, 2012; Kools, Ruiter, van de Wiel, & Kok, 2007; Livingston et al, 2008; Powell, Edelson, O'Leary, Christianson, & Henrich, 2011). In addition, recent research has suggested that health education through multimedia and interactive technology may assist Hispanics in improving health literacy (Aguirre, Wilhelm, & Joshi, 2012).…”

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confidence: 99%

Acceptability of a Virtual Patient Educator for Hispanic Women

Wells

Vázquez-Otero²,

Bredice³

et al. 2015

Hisp Hlth Care Int

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There are few Spanish language interactive, technology-driven health education programs. Objectives of this feasibility study were to: 1) learn more about computer and technology usage among Hispanic women living in a rural community; and 2) evaluate acceptability of the concept of using an embodied conversational agent (ECA) computer application among this population. A survey about computer usage history and interest in computers was administered to a convenience sample of 26 women. A sample video prototype of a hospital discharge ECA was administered followed by questions to gauge opinion about the ECA. Data indicate women exhibited both a high level of computer experience and enthusiasm for the ECA. Feedback from community is essential to ensure equity in state of the art dissemination of health information. Hay algunos programas interactivos en español que usan la tecnología para educar sobre la salud. Los objetivos de este estudio fueron: 1) aprender más sobre el uso de computadoras y tecnología entre mujeres Hispanas que viven en comunidades rurales y 2) evaluar la aceptabilidad del concepto de usar un programa de computadora utilizando un agente de conversación encarnado (ECA) en esta población. Se administro una encuesta sobre el historial de uso y del interés de aprender sobre computadoras fue a 26 mujeres por muestreo de conveniencia. Un ejemplo del prototipo ECA en forma de video de un alta hospitalaria fue administrado y fue seguido por preguntas sobre la opinión que tenían del ECA. Los datos indican que las mujeres mostraron un alto nivel de experiencia con las computadoras y un alto nivel de entusiasmo sobre el ECA. La retroalimentación de la comunidad es esencial para asegurar equidad en la diseminación de información sobre la salud con tecnología de punta.

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Optimizing educational video through comparative trials in clinical environments

Cited by 20 publications

References 35 publications

How Patient Interactions With a Computer-Based Video Intervention Affect Decisions to Test for HIV

How Patient Interactions With a Computer-Based Video Intervention Affect Decisions to Test for HIV

Planning and Evaluating Science Video Programs Using Communication Science

Acceptability of a Virtual Patient Educator for Hispanic Women

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