Video education to facilitate patient outreach about living kidney donation: A proof of concept

Abstract

Background Increasing living‐donor kidney transplantation (LDKT) requires education of transplant candidates and their social network. This pre‐post study tested the feasibility and acceptability of KidneyTIME, an intervention which leverages LDKT video‐based educational content designed for sharing. Methods Adult kidney candidates undergoing transplant evaluation/re‐evaluation and their caregivers at a single transplant center viewed different sets of KidneyTIME videos prior to evaluation. Change in LDKT knowledge, self‐efficacy, and concerns was assessed before and immediately after exposure and 3 weeks later. Also assessed were post‐exposure program feedback, online use, and living donor (LD) inquiry. Results A total of 82 candidates and 79 caregivers participated. Viewers of KidneyTIME demonstrated increases in mean LDKT knowledge by +71% and communication self‐efficacy by +48%, and reductions in concerns by ‐21%. The intervention was received positively, with over 95% of participants agreeing that the videos were understandable, credible, and engaging. By 3 weeks follow‐up, 58% had viewed it again, 63% of family clusters had shared it, and 100% would recommend the program to a friend. Time to LD inquiry was similar to historic controls. Conclusion KidneyTime improved facilitators of LDKT, was rated as highly acceptable, and was highly shared, but did not impact LD inquiry during the COVID‐19 pandemic.

Patient Perceptions by Race of Educational Animations About Living Kidney Donation Made for a Diverse Population

“…The videos were informed by health communication and multimedia best practices and iteratively developed with feedback from a diverse group of kidney failure patients and their social network members. A pre-post study showed the videos were promising to increase knowledge across groups of different races [23]. However, the extent to which the video education responds to LDKT cognitive and communication barriers reported specifically by Black individuals is unknown.…”

Patient perceptions by race of educational animations about living kidney donation made for a diverse population

“…The videos were informed by health communication and multimedia best practices and iteratively developed with feedback from a diverse group of kidney failure patients and their social network members. A pre-post study showed the videos were promising to increase knowledge across groups of different races [ 24 ]. However, the extent to which the video education responds to LDKT cognitive and communication barriers reported specifically by Black individuals is unknown.…”

Preliminary feasibility of animated video education designed to empower patients’ referral to kidney transplantation

“…Animated video is a powerful medium to deliver information and can be deployed as standalone education 13–17 . Animated video can bring education to people and is easy for anyone to deliver, including administrative staff and lay intermediaries; it can also greatly improve the quality of information while addressing many of the root causes for poor information access, such as language and literacy barriers.…”

“…16,18 Since 2018, we have been developing an animated-video curriculum (called KidneyTIME) to increase kidney transplant access with an emphasis on living kidney donor transplantation. 17 Participant feedback during video formative and development work indicated the need to add content to empower patients to be referred to a transplant center, and resulted in 8 new videos being produced and added to the intervention curriculum. Our intervention development is guided by an agile scientific framework for producing a product and testing hypotheses, 19 which includes a series of feasibility and usability studies testing each intervention component that is the smallest meaningful and self-containing entity and making improvements iteratively.…”

“…Preliminary studies of standalone animated video on various kidney transplant access topics indicate positive impacts on individuals' knowledge, [13][14][15][16][17] concerns, 14,17 and decisional and communication self-efficacy 16,17 as well as learning satisfaction. [13][14][15][16][17] Few standalone videos have been designed to empower patients' transplant referral or pursuit in the early phases of the path to transplant. 16,18 Since 2018, we have been developing an animated-video curriculum (called KidneyTIME) to increase kidney transplant access with an emphasis on living kidney donor transplantation.…”