[Comprehensibility of online-based patient education material in ophthalmology]. / Die Lesbarkeit von onlinebasierten Patienteninformationen in der Augenheilkunde.

BACKGROUND: Investigations have shown that the internet as a source of information in medical issues is increasing in importance. For most patients information delivered or supported by hospitals and universities is considered to be the most reliable, however, the comprehensibility of available information is often considered to be wanting. Comprehensibility scores are formulae allowing a quantitative value for the readability of a document to be calculated. OBJECTIVE: The purpose of this study was to assess data by analyzing the comprehensibility of medical information published on the websites of departments for ophthalmology of German university hospitals. We investigated and analyzed medical information dealing with three eye diseases with potentially severe irreversible damage. METHODS: The websites of 32 departments for ophthalmology of German university hospitals were investigated. Information regarding cataracts, glaucoma and retinal detachment (amotio retinae) were identified and analyzed. All information was systematically analyzed regarding comprehensibility by using the analysis program Text-Lab ( http://www.text-lab.de ) by calculation of five readability scores: the Hohenheim comprehensibility index (HVI), the Amstad index, the simple measure of gobbledygook (G-SMOG) index, the Vienna non-fictional text formula (W-STX) and the readability index (LIX). RESULTS: In 59 cases (61.46 %) useful text information from the homepage of the institutions could be detected and analyzed. On average the comprehensibility of the information was identified as being poor (HVI 7.91 ± 3.94, Amstad index 35.45 ± 11.85, Vienna formula 11.19 ± 1.93, G­SMOG 9.77 ± 1.42 and the LIX 54.53 ± 6.67). CONCLUSION: In most of the cases patient information material was written far above the literacy level of the average population. It must be assumed that the presented information is difficult to read for the majority of the patients. A critical evaluation of accessible information material seems to be desirable and available texts should be amended.

Health literacy and online educational resources: an opportunity to educate patients.

OBJECTIVE: Given the increasing accessibility of material on the Internet and the use of these materials by patients as a source of health care information, the purpose of this study was to quantitatively evaluate the level of readability of resources made available on the European Society of Radiology website to determine whether these materials meet the health literacy needs of the general public as set forth by guidelines of the U.S. National Institutes of Health (NIH) and the American Medical Association (AMA). MATERIALS AND METHODS: All 41 patient education articles created by the European Society of Radiology (ESR) were downloaded and analyzed with the following 10 quantitative readability scales: the Coleman-Liau Index, Flesch-Kincaid Grade Level, Flesch Reading Ease, FORCAST Formula, Fry Graph, Gunning Fog Index, New Dale-Chall, New Fog Count, Raygor Reading Estimate, and the Simple Measure of Gobbledygook. RESULTS: The 41 articles were written collectively at a mean grade level of 13.0 ± 1.6 with a range from 10.8 to 17.2. For full understanding of the material, 73.2% of the articles required the reading comprehension level of, at minimum, a high school graduate (12th grade). CONCLUSION: The patient education resources on the ESR website are written at a comprehension level well above that of the average Internet viewer. The resources fail to meet the NIH and AMA guidelines that patient education material be written between the third and seventh grade levels. Recasting these resources in a simpler format would probably lead to greater comprehension by ESR website viewers.

Web-based system for training and dissemination of a magnification chromoendoscopy classification.

AIM: To evaluate the use of web-based technologies to assess the learning curve and reassess reproducibility of a simplified version of a classification for gastric magnification chromoendoscopy (MC). METHODS: As part of a multicenter trial, a hybrid approach was taken using a CD-ROM, with 20 films of MC lasting 5 s each and an "autorun" file triggering a local HTML frameset referenced to a remote questionnaire through an Internet connection. Three endoscopists were asked to prospectively and independently classify 10 of these films randomly selected with at least 3 d apart. The answers were centrally stored and returned to participants together with adequate feedback with the right answer. RESULTS: For classification in 3 groups, both intra- [Cohen's kappa (kappa) = 0.79-1.00 to 0.89-1.00] and inter-observer agreement increased from 1st (moderate) to 6th observation (kappa = 0.94). Also, agreement with reference increased in the last observations (0.90, 1.00 and 1.00, for observers A, B and C, respectively). Validity of 100% was obtained by all observers at their 4th observation. When a 4th (sub)group was considered, inter-observer agreement was almost perfect (kappa = 0.92) at 6th observation. The relation with reference clearly improved into kappa (0.93-1.00) and sensitivity (75%-100%) at their 6th observations. CONCLUSION: This MC classification seems to be easily explainable and learnable as shown by excellent intra- and inter-observer agreement, and improved agreement with reference. A web system such as the one used in this study may be useful for endoscopic or other image based diagnostic procedures with respect to definition, education and dissemination.

Assessment of the quality of interaction in distance learning programmes utilizing the Internet or interactive television: perceptions of students and lecturers.

WebCT, a web-based virtual learning environment (VLE) and Interactive TV (ITV) are relatively new technologies that are used to deliver distance education at the Faculty of Health Sciences, Stellenbosch University. This study explores how effective current approaches to instructional design and interaction have been in utilizing these two technologies to support interaction and what lessons can be learnt. Five focus-group interviews were held with students and lecturers to assess the perceived quality of student-lecturer/student-student interactions. All students were invited to complete a questionnaire at the end of every module to assess their perceptions of interaction. Interaction was highly valued by students and lecturers participating in distance-learning programmes utilizing either VLE or ITV. Students rated courses using both technologies as moderately interactive. Significant differences between VLE and ITV were detected in student-lecturer and student-student interactions, use of additional modes of communication, instructional design, technological interactivity and social rapport activities. The groups did not differ across a number of likely barriers to interaction and both also reported the need for more flexible and better paced instructional designs.

Computer-assisted learning in dentistry. A view from the UK.

OBJECTIVES: The objectives of this paper are to review the development and impact of computer assisted learning (CAL) in dentistry with emphasis on the UK. DATA SOURCES: This is a wide ranging review of dental, medical and technical literature. STUDY SELECTION: An attempt has been made to evaluate present knowledge in an objective manner and to make some prediction as to the future development and use of computer-based teaching methods in dentistry. CONCLUSIONS: The introduction of computers as an educational tool in dentistry and the provision of CAL is having an impact not only on how dentists are trained but also on the skills they will need to acquire in the future to keep pace with this new technology. It is suggested that there is a great potential for computer-based continuing professional education for dental practitioners, and that the Internet will provide access to such material.

[Interactive multimedia learning systems in oral medicine: experiences at the Faculty of Oral Medicine of Laval University]. / Les systèmes d'apprentissage multimédiatisé interactif en médecine dentaire: expérience à la Faculté de médecine dentaire de l'Université Laval.

Dental teaching must keep in stride with the latest trends. Evolution and challenge are very much a part of every day life for both students and dentists. At the University of Laval, the faculty of dentistry has developed an interactive multimedia apprenticeship system. This system will be incorporated into the curriculum of Laval's doctor of dental medicine degree, as well as the organizational framework of its continuing education program. It will only be a first step for the faculty's department of oral rehabilitation, which ultimately hopes to see the system used by dental schools across Canada. Known as "Médent," the prototype system is designed to teach the principles of osseointegration, and the rehabilitation of oral function using osseointegrated implants.

Classification criteria for simulation programs used in medical education.

Simulation programs are often used in medical education and their large variety allows a classification according to several criteria. A system of eight axes is proposed here for such a classification: topic area, system level, simulated feature, basic model, main purpose, results presentation, warnings, and evaluation.

Computer-based patient education: a progress report.

Computer-based teaching can help patients make informed decisions and protect both patients and physicians from the serious consequences of poor communication. This article discusses the benefits of computer-based patient education and its role in the emerging field of "patient informatics."