"If I Were Nick": Men's Responses to an Interactive Video Drama Series to Support Smoking Cessation.

BACKGROUND: Men continue to smoke in greater numbers than women; however, few interventions have been developed and tested to support men's cessation. Men tend to rely on quitting strategies associated with stereotypical manliness, such as willpower, stoicism, and independence, but they may lack the self-efficacy skills required to sustain a quit. In this paper, we describe the development of and reception to an interactive video drama (IVD) series, composed of 7 brief scenarios, to support and strengthen men's smoking cessation efforts. The value of IVD in health promotion is predicated on the evidence that viewers engage with the material when they are presented characters with whom they can personally identify. The video dramatizes the challenges unfolding in the life of the main character, Nick, on the first day of his quit and models the skills necessary to embark upon a sustainable quit. OBJECTIVE: The objective was to describe men's responses to the If I were Nick IVD series as part of a study of QuitNow Men, an innovative smoking cessation website designed for men. Specific objectives were to explore the resonance of the main character of the IVD series with end-users and explore men's perceptions of the effectiveness of the IVD series for supporting their quit self-management. METHODS: Seven brief IVD scenarios were developed, filmed with a professional actor, and uploaded to a new online smoking cessation website, QuitNow Men. A sample of 117 men who smoked were recruited into the study and provided baseline data prior to access to the QuitNow Men website for a 6-month period. During this time, 47 men chose to view the IVDs. Their responses to questions about the IVDs were collected in online surveys at 3-month and 6-month time points and analyzed using descriptive statistics. RESULTS: The majority of participants indicated they related to the main character, Nick. Participants who "strongly agreed" they could relate to Nick perceived significantly higher levels of support from the IVDs than the "neutral" and "disagree" groups (P<.001, d=2.0, P<.001, d=3.1). The "agree" and "neutral" groups were significantly higher on rated support from the videos than the "disagree" (P<.001, d=2.2, P=.01, d=1.5). Participants' perception of the main character was independent of participant age, education attainment, or previous quit attempts. CONCLUSIONS: The findings suggest that IVD interventions may be an important addition to men's smoking cessation programs. Given that the use of IVD scenarios in health promotion is in its infancy, the positive outcomes from this study signal the potential for IVD and warrant ongoing evaluation in smoking cessation and, more generally, men's health promotion.

How would patients behave if they were continually informed of their blood glucose levels? A simulation study using a "virtual" patient.

BACKGROUND: The emergence of real-time glucose sensors for people with diabetes may replace discontinuous monitoring (self-monitored blood glucose [BG]) in the future. In this study, we use a computer-generated "virtual" patient to predict changes in behavior that may result from an increased awareness of BG levels. METHODS: The employed strategy required educated patients with type 1 diabetes to simulate a virtual patient using the DIABLOG Scientific simulator, interactive computer program. Thirty patients with a mean age of 34 years and duration of diabetes of 18 years (15 with continuous subcutaneous insulin infusion, 15 with intensive conventional therapy) simulated several daily glucose profiles with conventional self-monitoring of BG, using the time-lapse function of the program. Thereafter they had access to the actual glucose value either in a watch-type display or in a graphical display. Behavioral changes were monitored and stored. RESULTS: Mean BG value improved from 154 to 139 mg/dL (P < 0.05). The analysis of the process and behavioral changes revealed that patients recognized an impending hypoglycemia with the sensor in 94% of cases (59% without sensor) and reacted adequately in 98% of cases in order to avoid hypoglycemia. The frequency of hypoglycemia could be reduced from 1.7 per week to 0.5 per week. Unnecessary interventions (mostly by administration of carbohydrates) doubled to 3.2 per week using the continuous measurement system. Impending hyperglycemia could only be prevented in 25% of cases without a sensor, and with sensor this ratio could only be marginally improved to 29%. Supplementary insulin administration resulted in hypoglycemia only in a few cases. CONCLUSIONS: With the continuous measurement of their actual BG, subjects could reduce the frequency of hypoglycemia by 50% but increased the number of unnecessary interventions (excess carbohydrate intake or prematurely without a real hypoglycemia threat). Hyperglycemia prevention is a more difficult task. Simulation with an in silico disease model is a realistic alternative to studies in patients. A simulation program such as DIABLOG could be valuable for education in order to more rapidly and reliably recognize impending hypo- and hyperglycemia episodes.

An interactive CD-ROM to inform patients about stem cell transplantation.

OBJECTIVE: Cancer patients receiving chemotherapy or a Stem Cell Transplantation (SCT) are in need of information about their disease, treatment options and side effects. Patient education usually has to be given within limited time. Under these circumstances, patients may find it difficult to completely understand and to retain the information given. METHODS: As a supplement to standard information methods we developed an interactive CD-ROM with information on SCT. This CD-ROM provides both medical information and more subjective patients' experiences. Part one provides information regarding the treatment course from diagnosis through to post-discharge care. The second part consists of interviews with former patients and describes their experiences. As the system is interactive, it can be utilised according to the patient's individual preferences. The CD-ROM comprises audio, video, animations, pictures, and text. Printing of certain sections is optional. The technical format of the CD-ROM makes it relatively simple to utilise the information and to make it suitable for other institutions or even other treatments. In this preliminary study the acceptability of the interactive CD-ROM by patients undergoing a SCT is described. RESULTS: Patients' overall evaluations of the interactive CD-ROM were highly positive. For example, 90.2% (N=51) found it interesting, clear, useful and valued getting information by means of a CD-ROM. Most patients would recommend the interactive CD-ROM to other patients in the same situation. CONCLUSION: The content of the CD-ROM on SCT as well as the computer-based interactive method are well accepted by patients. PRACTICE IMPLICATIONS: Computer-based education may enhance patient education and thus the quality of patient care. We must now establish the program's effectiveness. Moreover, plans have been developed to disseminate the information on SCT over the Internet. Future development of comparable programs and their evaluation should be encouraged to promote the well-being of cancer patients.

Comparison of use and appreciation of a print-delivered versus CD-ROM-delivered, computer-tailored intervention targeting saturated fat intake: randomized controlled trial.

BACKGROUND: Computer-tailored health education, a promising health education technique, is increasingly being delivered interactively, for example, over the Internet. It has been suggested that there may be differences in use and appreciation between print and interactive delivery of computer-tailored interventions, which may influence information processing. This may especially be the case for women, older people, and people of lower socioeconomic status. Knowledge about differences in use and appreciation could help in choosing the appropriate delivery mode for a particular target audience. OBJECTIVE: The study investigates a content-identical, computer-tailored intervention addressing saturated fat intake delivered via print or CD-ROM. We analyzed consumer use and appreciation of the feedback information and explored whether possible differences exist among gender, age, and education subgroups. METHODS: Healthy Dutch adults (18-65 years), none of whom were under treatment for hypercholesterolemia, were randomly allocated to receive a computer-tailored program on CD-ROM (n = 151) or in print (n = 141). At baseline, data were collected on gender, age, and education level. One month post-intervention, data were collected on the use (feedback information read, saved, discussed) and appreciation (trustworthiness, perceived individualization, perceived personal relevance, and user-friendliness) of the feedback. Statistical analyses on the use and appreciation items were performed using chi-square tests and independent-samples t tests. RESULTS: After exclusion of individuals with missing values, a total of 257 and 240 respondents were included in the analyses of the use outcomes of feedback read and saved, respectively. The results indicate that among the total population, the print feedback was read more often than the CD-ROM feedback (95% vs 81%; P = .001) and saved more often than the CD-ROM feedback (97% vs 77%; P < .001). Similar results were found among the gender, age, and education subgroups. After exclusion of individuals who did not read the information and those with missing values, a total of 208-223 respondents were included in the analyses of the use outcome of feedback discussed and the appreciation items. The personal relevance of the print feedback was rated higher than for the CD-ROM-delivered feedback (0.97 vs 0.68; P = .04), but the effect size was small (0.28). These differences in personal relevance were also seen among women (1.06 vs 0.67; P = .04) and respondents aged 35-49 years (1.00 vs 0.58; P = .03), with moderate effect sizes (0.38 and 0.44, respectively). CONCLUSIONS: Despite the possible advantages of interactive feedback, the present study indicates that interactive-delivered feedback was used less and perceived as less personally relevant compared to the print-delivered feedback. These differences in use and appreciation of delivery modes should be taken into consideration when selecting a delivery mode for a specific subgroup in order to optimize exposure. TRIAL REGISTRATION: ISRCTN 01557410; http://www.webcitation.org/5XMylWleH.

Topics and features of academic medical library tutorials.

In a 2007 study, librarians at the University of South Carolina School of Medicine Library examined freely available online tutorials on academic medical library Web sites. The team identified tutorial topics, determined common design features, and assessed elements of active learning in library-created tutorials; the team also generated a list of third-party tutorials to which medical libraries link. This article updates the earlier study, describing changes and trends in tutorial content and design on medical libraries' Web sites; the project team plans to continue to track trends in tutorial development by repeating this study annually.

Interactive educational diabetes/insulin tutorial at www.2aida.info.

The World Wide Web now hosts a multitude of diabetes educational materials in various formats. Of particular interest is the diabetes/insulin tutorial available at the AIDA Website (accessible directly at: www.2aida.info). The tutorial combines textual or "static" information with an interactive diabetes simulator-AIDA online-to provide an engaging and effective educational tool. AIDA online (accessible directly at: www.2aida.net) enables the simulation of plasma insulin and blood glucose levels from user-defined insulin injection and carbohydrate intake data. A haemoglobin A1c value is also computed, giving an indication of overall blood glucose control in the virtual patient with diabetes. The diabetes/insulin tutorial is currently composed of four sections: the first two cover in considerable depth insulin injection regimens and insulin dosage adjustment; the third section introduces the principles of carbohydrate counting and, specifically, matching insulin doses to carbohydrate intake; and the fourth section illustrates the relationship between blood glucose levels and renal excretion of glucose. The simulator runs alongside the tutorial, and allows various concepts described in the text to be explored freely by the user and simulated interactively. This introduces a novel way of learning how injected insulin and dietary carbohydrate interact in various insulin injection regimens. A fifth section- for which any offers of assistance would be gratefully received-is planned. This will consider the use of insulin pumps and rapidly acting and very long-acting insulin analogues. Further improvements that may strengthen the existing tutorial and/or use of the online simulator are discussed in this column.

Effects of an interactive CD-program on 6 months readmission rate in patients with heart failure - a randomised, controlled trial [NCT00311194].

BACKGROUND: Disease-management programmes including patient education have promoted improvement in outcome for patients with heart failure. However, there is sparse evidence concerning which component is essential for success, and very little is known regarding the validity of methods or material used for the education. METHODS: Effects of standard information to heart failure patients given prior to discharge from hospital were compared with additional education by an interactive program on all-cause readmission or death within 6 months. As a secondary endpoint, patients' general knowledge of heart failure and its treatment was tested after 2 months. RESULTS: Two hundred and thirty patients were randomised to standard information (S) or additional CD-ROM education (E). In (S) 52 % reached the endpoint vs. 49 % in (E). This difference was not significant. Of those who completed the questionnaire (37 %), patients in (E) achieved better knowledge and a marginally better outcome. CONCLUSION: The lack of effect on the readmission rate could be due to an insufficient sample size but might also indicate that in pharmacologically well-treated patients there is little room for altering the course of the condition. As there was some indication that patients who knew more about their condition might fare better, the place for intensive education and support of heart failure patients has yet to be determined.

Teaching therapeutic communication VIA camera cues and clues: the video inter-active (VIA) method.

For nursing and other health care students to be effective, remain in their training, and subsequently join the health care workforce, they need to have good therapeutic communication skills. This article presents an innovative strategy to improve therapeutic communication skills for nursing and health sciences students. The Video Inter-Active (VIA) computer-based, challenge-response-record-evaluate method used in this pilot study engaged students in realistic responses to scenarios commonly encountered in health care settings and provided them with opportunities to see themselves and critique their responses. Findings from this pilot study indicate that the VIA method is an effective and efficient way for students to develop and practice therapeutic communication skills. In a relatively short period (5 weeks), their learning from this method far

Attributes of interactive online health information systems.

The development of online communication systems related to prevention, decision making, and coping with cancer has outpaced theoretical attention to the attributes that appeal to system users and that create effective interactions. This essay reviews a number of sociotechnical attributes related to online discussion systems and tutorials, including interactivity, presence, homophily, social distance, anonymity/privacy, and interaction management. These attributes are derived from different theoretical perspectives which have led to clinical trials and other empirical studies demonstrating effectiveness or attraction to end users. The effects of a subset of these attributes are connected to learning, social influence, and coping, as illustrated in evaluations of an interactive smoking prevention site and a cancer advice/support discussion system.

[Electronic learning: interactive learning in medicine or Socrates in electronic guise]. / Electronic learning: apprentissage interactif en médecine ou Socrate en habits électroniques.

E-learning has been widely used for training in different fields. More recently, it was introduced during medical studies or for continuous medical education. The Canadian Universities are pioneers in e-learning creating special departments dedicated to pedagogy. Developing countries like Brazil or Central Europe have made some pilot experiments, which were successful. Several electronic companies have given a free access to the programmes and sites. The use of electronic media leads to an adaptation of teaching methods making them more interactive.

Effects of an educational program with interactive videodisc systems in improving critical thinking dispositions for RN-BSN students in Taiwan.

The purpose of this study was to examine the effects of an educational program with interactive videodisc systems (IVS) in improving affective dispositions toward critical thinking for RN-BSN students in Taiwan. A pre-/post-test quasi-experimental design was used. The IVS program was provided. A sample of 126 students was obtained from one nursing college. The California Critical Thinking Dispositions Inventory was used. The results showed significant differences in all dispositions toward critical thinking, except inquisitiveness, between before and after the IVS program. With the IVS program, the subjects are educated in situations simulating real scenarios prior to clinical practice so that they not only have opportunities to learn how to approach the problem, formulate thinking, participate in discussions, and solve the problem, but they also are willing to keep thinking critically during clinical practice.

[Elaboration of an interactive educational CD-R on good laboratory practices for manufacturing and quality control]. / Elaboration d'un CD-R interactif de formation aux bonnes pratiques de fabrication appliquées aux laboratoires de contrôle de la qualité.

cGMPs require that QA systems rely upon qualified personnel in charge of pharmaceutical operations. In order to achieve this legal requirement, the manufacturer must provide initial training and regular re-training along with periodical evaluations of their practical efficiency. This cGMP-learning multimedia CD-R is an interactive and individual training tool, designed for QC laboratory personnel. It contains a final questionnaire allowing an assessment of the course efficiency. Building up a ten-module teaching program entitled "Le médicament en toute confiance", the development of this CD-R was supervised by an European team of experienced industrial pharmacists.

Interactive 3-dimensional segmentation of MRI data in personal computer environment.

We describe a method of interactive three-dimensional segmentation and visualization for anatomical magnetic resonance imaging (MRI) data in a personal computer environment. The visual feedback necessary during 3-D segmentation was provided by a ray casting algorithm, which was designed to allow users to interactively decide the visualization quality depending on the task-requirement. Structures such as gray matter, white matter, and facial skin from T1-weighted high-resolution MRI data were segmented and later visualized with surface rendering. Personal computers with central processing unit (CPU) speeds of 266, 400, and 700 MHz, were used for the implementation. The 3-D visualization upon each execution of the segmentation operation was achieved in the order of 2 s with a 700 MHz CPU. Our results suggest that 3-D volume segmentation with semi real-time visual feedback could be effectively implemented in a PC environment without the need for dedicated graphics processing hardware.

Further user comments regarding usage of an interactive educational diabetes simulator (AIDA).

This "Diabetes Information Technology & WebWatch" column continues the diabetes simulation theme from previous issues and overviews various user experience with the AIDA v4 interactive educational freeware diabetes simulator. AIDA is a diabetes computer program that permits the interactive simulation of plasma insulin and blood glucose (BG) profiles for educational, demonstration, and self-learning purposes. It has been made freely available, without charge, via the Web as a noncommercial contribution to continuing diabetes education. Since its Internet launch in 1996, over 145,000 visits have been logged at the AIDA Website--www.2aida.org--and over 29,000 copies of the program have been downloaded, free of charge. While these statistics may appear impressive, they do not tell the personal story of how people have been making use of the software, and what they actually think about the program. In this respect, this column documents some of the independent user comments about AIDA sent in spontaneously via electronic mail (email) by patients with diabetes and their relatives, as well as by health-care professionals. Comments posted to diabetes newsgroups and diabetes email lists, as well as a selection of those which have been found at other, linked, diabetes Websites are also highlighted.

Improving dietetics education with interactive communication technology.

Changes occurring in health care, education, and technology are altering dietetics education. A model of learnercentered, cooperative, distance education based on interactive online technology is described for use in a dietetic internship. Evaluation of this model includes review of key-feature exams, results of computer attitudes surveys, use of the technology by interns, exit interviews, and performance on the examination for registered dietitians. In a pilot study of the model with 8 subjects, comfort using the Internet improved significantly. Use of interactive communication technology in dietetics education has the potential to improve competency, technological aptitude, professional partnering skills, and lifelong learning skills.

Learning radiology from interactive videodiscs: bar-code book versus computer-assisted instruction.

RATIONALE AND OBJECTIVES: We compared an interactive videodisc with bar-code book with an interactive videodisc with computer-assisted instruction for learning radiology to determine whether there would be differences in instructional effectiveness, instruction time, or subjective preference. METHODS: Two different videodisc modules were created. Each was presented in two formats with identical content: bar-code book and computer-assisted instruction. In a controlled crossover experimental design, 48 fourth-year medical students were assigned one bar-code book module and one computer module. Pre- and posttests were administered. RESULTS: Mean scores improved from pretest to posttest after students used the modules in either format (p < .01). There were no significant differences between students who used the bar-code book and those who used the computer in pretest scores, posttest scores, gains in score from pretest to posttest, or instruction time for either module. Subjectively, 74% of the students preferred computer-assisted instruction, 20% preferred bar-code book, and 7% preferred neither. CONCLUSION: Although bar-code book and computer versions of an interactive videodisc can be educationally equivalent, most students preferred the computer. When videodisc is being integrated into the curriculum, the choice between bar-code book and computer-assisted instruction can be made on the basis of noneducational factors such as cost and availability.

Web-based pathology education.

OBJECTIVE: To develop and present computer-aided instructional resources via the Internet, intranets, and desktop computers to augment pathology education. DESIGN: World Wide Web sites available via Internet access and a CD-ROM for intranets. SETTING: The University of Utah School of Medicine, Salt Lake City. RESULTS: A comprehensive set of gross and microscopic images with text, along with interactive examination questions, has been developed and placed on World Wide Web servers. A CD-ROM has been developed for use with intranets and individual desktop computers. CONCLUSIONS: Web-based delivery of computer-aided instruction is an efficient means of enhancing courses for students studying pathology. Both Internet and CD-ROM delivery of educational resources provide flexible access to study materials. Teaching faculty can easily generate and edit web-based materials for efficient resource management. Student performance has been enhanced.

Video vs. CD-ROM for teaching pelvic anatomy to third-year medical students. A comparison.

OBJECTIVE: To compare the effectiveness and student acceptance of video and CD-ROM review of pelvic anatomy in third-year obstetrics and gynecology students. STUDY DESIGN: A 34-item pretest was administered on the first day of the clerkship. Students were then randomized to watch a 45-minute video or use an interactive CD-ROM at home. All students took a posttest identical to the pretest. Examination scores were compared by paired and unpaired t test. Students completed a questionnaire on each method's ease, appropriateness, organization, appeal and time spent and whether they would recommend the method to others. RESULTS: One hundred seventy-six students were randomized, 88 to CD and 88 to video. There was 100% compliance, although not all questionnaire items were completed. The mean pretest score for both groups was 50%. The posttest CD mean score was significantly different from the posttest video mean (64% vs. 70%). Both groups significantly improved after the intervention. The video group noted ease of use, but only 49% recommended it for the future. The CD-ROM was recommended by 80%. Student comments favored the CD-ROM. CONCLUSION: Use of video review resulted in short-term significantly higher test scores, but students preferred an interactive CD-ROM. This method should be made available to all students during the rotation.

CD-ROM transnational training program in cervical cytology (CYTOTRAIN).

The Transnational Training Programme in Cervical Cytology (CYTOTRAIN) is a 3-yr project funded by the European Commission to harmonize training and quality standards in cervical screening across the European Union. The aim of the program is to develop new approaches in initial and continuing vocational training, particularly in the area of life-long learning with the aim of meeting national, regional, and local needs. We present a new approach to training in cervical cytology, using an interactive program of cytological images. The method used to prepare the program and the problems encountered are described. The authors have the feeling that giving details of the organizational and management structure adopted for the project implementation might help other pathologists realize more or less similar CD-ROM training programs in their own field of activity.

Effectiveness of interactive videodisc instruction for the continuing education of paramedics.

OBJECTIVES: To evaluate the effectiveness of interactive videodisc (IVD) instruction of paramedics through the use of computer analysis of trip sheets. DESIGN/SETTING: Prospective, controlled, in an urban 9-1-1, paramedic, emergency medical services (EMS) system with total call volume of 62,000/year; 15,000 advanced life support (ALS). INTERVENTIONS: All 150 paramedics in the system received eight hours of IVD instruction covering five subject areas: 1) airway; 2) head/cervical trauma; 3) chest; 4) shock; and 5) cardiac arrest. Trip sheets from 9,943 runs in the pre-IVD period were subjected to computer analysis, and a compliance score was generated using previously developed algorithms that assigned a weight to each omission and commission. After a nine-month IVD training period, 4,303 cases were collected and analyzed in the post-IVD period. Statistical analyses were made using "Student's" t-test and Chi-square with alpha set at 0.05. EXCLUSIONS: Only those records of adult patients who fit one of the five protocols were eligible for computer analysis. Of the 9,943 cases in the pre-IVD group, 480 (4.8%) were excluded, all due to inadequate data recording by the paramedics. A statistically similar portion, 233 (5.4%) of the 4,303 post-IVD instruction cases were excluded (p = .15). RESULTS: Overall the mean compliance score of the pre-IVD group was 0.65 +/- 0.19 (+/- SD). The post-IVD group score was 0.65 +/- 0.19 (p = 0.99). Analysis of scores for each algorithm also showed no significant differences. This study had an observed power of .94 to detect a difference in compliance as small as 0.030. CONCLUSION: Eight hours of IVD instruction did not result in improved paramedic performance as judged by computer analysis of trip sheets.