This triple-masked three-armed feasibility parallel randomized controlled trial (RCT) explored the feasibility of delivering a RCT that examines how the implementation of scientific advice on the design of online educational videos affects patient outcomes of knowledge, engagement, quality of life, anxiety, and physical activity.
Participants aged 10-18 with radiographically confirmed idiopathic scoliosis were recruited from community settings across Ireland and randomized into usual care (UC) or receiving multimedia educational videos augmented with (AUGM) or without (TRAD) evidence-informed design principles. Participants were masked in the AUGM and TRAD intervention arms, as were the therapists sending interventions, collecting outcomes and conducting the statistical analysis. Primary outcome measures included the number of participants recruited and randomized, adherence to interventions, outcome measure completion for baseline, post-intervention, and week 8 along with satisfaction. Adverse events were also recorded. Secondary outcomes at baseline, post-intervention, and week 8 included knowledge scores (multiple choice quizzes), engagement (YouTube analytics), and quality of life (EQ-5D-Y-3L, SRS-22r), anxiety (STAI-Ch) and physical activity (PAQ-Ch). Descriptive analysis addressed the feasibility of the interventions. ANOVA and Generalised Estimating equations were used to compare between groups.
Of the 112 online respondents, 61 were eligible. 46 participants (mean age 14.8yrs±2.0, 86% female) and their parent/guardian consented and were randomised into UC (n=16), AUGM (n=15) and TRAD (n=15). 43 (93.5%) out of 46 completed baseline outcomes, 23 to 29 (77-97%) of the 30 participants in the AUGM and TRAD groups completed the weekly post-intervention outcomes, and 39 (82.6%) out of 46 completed final follow-up. No adverse events were recorded. 80% reported being satisfied with the educational videos. Secondary outcomes demonstrated knowledge increased on the 30-item questionnaire by 9% (SD=±15%) across the three groups (UC, AUGM, TRAD) and the two video intervention arms (AUGM, TRAD) demonstrated that different video design formats resulted in different levels of engagement with the videos.
This feasibility RCT demonstrated good feasibility with recruiting, randomising and completing outcomes when offering an online education format for an adolescent population with idiopathic scoliosis. A fully powered RCT with the knowledge score as the primary outcome measure is merited to determine the effect of implementing multimedia design principles.
Conducting an online educational intervention is feasible and demonstrates healthcare reach into rural or remote areas where patients with scoliosis can be provided with education at home and avoid travel.
A fully powered RCT is warranted to explore the effectiveness on knowledge, engagement and PROMs when using multimedia learning principles to design patient education materials for this population.
Education
Multimedia
