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Abstract

Context: When educating patients, clinicians must be effective to assure patients understand their treatment plan and abide by such to achieve optimal outcomes. Teaching methods that stimulate more than one sense more positively impact learning outcomes. The purpose of this study is to compare paper and video-assisted education at the point-of-care with the aim of changing patient education and local practice in a system for individuals undergoing total hip arthroplasties (THAs). Methods: We used a randomized cohort design to explore patient knowledge and retention and educational method at the point-of-care. We compared the current education method (paper) to video-assisted materials using pre and post-education surveys. Both surveys included three demographic questions and a 10-item survey that covered the protocol for THA pre and post-operative care. The post-education survey included an additional three items regarding how often they referred to the material, perceived effectiveness, and accessibility. These questions were ranked on a Likert Scale (1 = strongly disagree to 5 = strongly agree) for perceived effectiveness and accessibility, and (1 = never to 5 = very often) for frequency of material referencing. The protocol items were graded on correctness, receiving one point for each correct answer or a zero an incorrect answer with a maximum score of 10. The tool was content validated by physicians in the clinic to ensure questions were accurate and aligned with the patient population. Pre and post-surveys were collected approximately 1 month apart. Patients were randomly assigned to their education group. In total, 12 participants (age = 70+11 years) were included in the analysis, 6 received paper education, and 6 video-assisted. The majority of patients identified as men (58%, n = 7), and achieved an annual salary of $35,100+26,163. Demographic data and pre- and post-education surveys were analyzed using descriptive statistics. A Wilcoxson Signed rank test was used to compare pre and post-knowledge scores and education group. Chi-squared analysis was calculated to determine the correlation of frequency of access, effectiveness, and accessibility and education group. Results: The average pre- and post-survey scores were 7+1/10 and 7+1/10, respectively. There no significant difference between education group and post-survey scores (p > 0.05). There were no significant correlations between education group and frequency of use (p =.39), perceived effectiveness (p = .29), and accessibility (p =.55). Conclusions: There was no differences in knowledge and retention between education materials. However, beyond the similar knowledge and retention scores, video-assisted material was found to be more accessible. Due to this finding, the paper education material will be revised to assure patients are able to access these as well, as they are just as effective at sharing and retaining patient knowledge. Other healthcare facilities should consider exploring various modes of education to determine which is most preferred and accessible to their patient population.

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