Accepted for/Published in: JMIR Rehabilitation and Assistive Technologies
Date Submitted: Apr 19, 2023
Open Peer Review Period: Jul 30, 2024 - Sep 24, 2024
Date Accepted: Aug 20, 2024
Date Submitted to PubMed: Aug 20, 2024
(closed for review but you can still tweet)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
An evaluation of patient educational multimedia design in musculoskeletal healthcare: a systematic review
ABSTRACT
Background:
Educational multimedia are cost-effective and straightforward ways to administer large-scale information interventions to patient populations in musculoskeletal (MSK) healthcare. While an abundance of health research informs the content of these interventions, less guidance exists about optimising their design.
Objective:
To identify randomised controlled trials (RCTs) of patient populations with MSK conditions which used multimedia-based patient educational materials (PEMs), and examine how design was reported and impacted patients’ knowledge and/or their rehabilitation outcomes. Design was evaluated using principles from the Cognitive Theory of Multimedia Learning (CTML).
Methods:
PubMed, CINAHL, PsycINFO, and Embase were searched from inception to August 2022 for studies examining adult MSK patients receiving multimedia PEMs compared to any other intervention(s). The primary outcome was knowledge retention. Secondary outcomes were any patient-reported measures. Retrievability was noted and materials were sourced through search, purchase, and author communication.
Results:
134 RCTs were eligible for inclusion: five included their materials, 26 required online search, purchase, or direct requests for materials. Of these 31 (23%) studies, none fully optimised their design, particularly lacking in the CTML principles of coherence, redundancy, modality and generative activities for the learner. The remaining 103 (77%) contained interventions that could not be retrieved or appraised. Learning was evaluated in 5 (4%) studies.
Conclusions:
MSK studies should employ open science principles and provide their PEMs wherever possible. The link between providing multimedia PEMs and patient learning is largely unexamined, but engagement potential may be maximised when considering design principles like the CTML. Clinical Trial: Prospective Register of Systematic Reviews (PROSPERO): CRD42022292134
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