Accepted for/Published in: JMIR Cardio
Date Submitted: Aug 22, 2025
Open Peer Review Period: Aug 25, 2025 - Oct 20, 2025
Date Accepted: Feb 19, 2026
(closed for review but you can still tweet)
Multilingual video education for hospitalised patients with Myocardial Infarction (EDUCATE-MI): single-arm implementation study
ABSTRACT
Background:
Multilingual videos deliver information across diverse preferred languages and literacy levels but the feasibility and impact on myocardial infarction (MI) knowledge of this approach during hospitalisation is unclear.
Objective:
To evaluate whether a multilingual educational video provided to hospitalised patients post-MI can feasibly improve patient knowledge of MI.
Methods:
We conducted an effectiveness-implementation hybrid quasi-experimental study from December 2023 to October 2024 in a tertiary hospital in Sydney, Australia. The intervention was a video on post-MI management, available in English, Arabic, Hindi and Mandarin. Primary outcome was change in patient knowledge of MI measured by comparing the mean number of correct responses before and immediately after the intervention using a two-sample t-test. We evaluated implementation as acceptability and fidelity of the video delivery. We performed thematic analysis on the notes taken of participants’ feedback for improving the video.
Results:
We recruited 129 participants (20.2% (26/129) female; mean age 59.4±12.6 years) English was the preferred language (74.4% (96/129)) and Hindi was the predominant non-English language (13.2%, 17/129). Average number of correct responses out of 10 increased from 5.4±2.7 at baseline to 7.2±2.5 post-intervention (mean difference = 1.9; 95% CI 1.6, 2.2, p<.001). The educational video was well-accepted, with 83.6% (107/128) of participants finding it easy to understand, 74.2% (95/128) engaging, and 87.5% (112/128) useful. We assessed fidelity of the intervention as high, as core components (i.e. animations and educational content via audio and subtitles) were delivered as intended. Participants’ feedback for improvement highlighted content complexity and a preference for conversational language and dialects.
Conclusions:
A MI educational video delivered during inpatient admission, available in multiple languages, may improve patient knowledge in the short-term. Further scaled research is needed to evaluate the effectiveness and implementation of this intervention in additional languages and diverse populations. This study highlights the need for culturally and linguistically tailored resources in clinical settings, informing future research and policy on inclusive patient education. Clinical Trial: Not applicable
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