Melissa Huang, Ronald Sahyouni, Amin Mahmoodi, Diem Kieu Tran and Jefferson W. Chen
Background: Traumatic Brain Injury (TBI) is a devastating and widely prevalent cause of death and disability in the United States. Educational interventions integrated into neurosurgical neurotrauma clinics can facilitate patient education and optimize the clinical encounter. Interactive educational modalities may enhance knowledge acquisition and patient satisfaction, however, no description of implementing such a program has been presented in the literature. The implementation of an interactive iBook-based educational intervention in an outpatient neurotrauma clinic is discussed.
Methods: Concussion and TBI iBooks and surveys were created. Then, a retrospective chart review and data analysis of 202 consecutive patients and family members presenting to the neurotrauma clinic was conducted. The participants completed a presurvey, reviewed an interactive iBook, and then completed a post-survey to test interim knowledge improvement.
Results: We discuss the process and problems encountered when creating the iBooks and implementing them in a clinical setting. Between August 1, 2015 and August 1, 2016, 93 patients (46%) and 109 (54%) family members participated in the study, for a total of 202 participants. 104 subjects reviewed a concussion iBook, and 98 subjects reviewed a TBI iBook, depending on their medical condition. Significant improvements in self-reported knowledge measures were demonstrated. Participants ranged in age from 10 to 90 years, with a mean of 45 years. The male to female ratio was 1.104:1.
Conclusions: Interactive iBooks were readily implemented into a neurotrauma clinic. Improvements in self-reported knowledge measures and strong preference for the interactive iBook were attributed to the efficacy of the educational intervention. Examples of how interactive iBooks may be a useful adjunct in the education of head injury patients and their families in the neurotrauma setting are presented.