Impact of a multimedia support on the understanding of medical information by hearing-impaired patients before cochlear implantation

What Do People Want to Know About Cochlear Implants: A Google Analytic Study

OBJECTIVE

Identify the questions most frequently asked online about cochlear implants (CI) and assess the readability and quality of the content.

METHODS

A Google search engine observational study was conducted via a search response optimization (SEO) tool. The SEO tool listed the questions generated by Google's "People Also Ask" (PAA) feature for the search queries "cochlear implant" and "cochlear implant surgery." The top 50 PAA questions for each query were conceptually classified. Sourced websites were evaluated for readability, transparency and information quality, and ability to answer the question. Readability and accuracy in answering questions were also compared to the responses from ChatGPT 3.5.

RESULTS

The PAA questions were commonly related to technical details (21%), surgical factors (18%), and postoperative experiences (12%). Sourced websites mainly were from academic institutions, followed by commercial companies. Among all types of websites, readability, on average, did not meet the recommended standard for health-related patient education materials. Only two websites were at or below the 8th-grade level. Responses by ChatGPT had significantly poorer readability compared to the websites (p < 0.001). These online resources were not significantly different in the percentage of accurately answering the questions (websites: 78%, ChatGPT: 85%, p = 0.136).

CONCLUSIONS

The most searched topics were technical details about devices, surgical factors, and the postoperative experience. Unfortunately, most websites did not meet the ideal criteria of readability, quality, and credibility for patient education. These results highlight potential knowledge gaps for patients, deficits in current online education materials, and possible tools to better support CI candidate decision-making.

LEVEL OF EVIDENCE

NA Laryngoscope, 2024.

Educational Informed Consent Video Equivalent to Standard Verbal Consent for Rhinologic Surgery: A Randomized Controlled Trial

BACKGROUND

Informed consent is an integral part of pre-operative counseling. However, information discussed can be variable. Recent studies have explored the use of multimedia in providing informed consent for rhinologic surgery.

OBJECTIVE

To measure impact of an educational video (Video) compared to verbal informed consent (Verbal) on knowledge gained, alleviation of concerns, and efficiency.

METHODS

Patients undergoing endoscopic sinus surgery (ESS), septoplasty, or ESS+septoplasty were prospectively enrolled and randomized to receive Video or Verbal consent. The Video group watched an educational video; the Verbal group received standard verbal consent from an Otolaryngology resident per institutional protocol. Both groups had the opportunity to discuss questions or concerns with their attending surgeon. Prior to, and after, consent was signed, both groups completed surveys regarding knowledge of purpose, risks, and benefits of surgery as well as surgical concerns. Decision regret and patient satisfaction were also assessed post-operatively.

RESULTS

77 patients were enrolled (39 Video, 38 Verbal). Demographics were not significantly different between groups. Overall knowledge significantly improved (p < 0.005) and concerns significantly decreased (p < 0.001) following consent in both groups. Improvements in these metrics were equivalent between groups (p < 0.02). Furthermore, resident time to complete consent, patient satisfaction, and decision regret were not significantly different between groups.

CONCLUSION

Use of an educational video was equivalent to standard verbal informed consent for patients undergoing rhinologic surgery. Otolaryngologists can consider developing procedure-specific videos to allow allocation of time to other tasks, standardized education of patients, and streamlining of the informed consent process.

Effect of video-assisted information prior to intratympanic steroid injection on patient anxiety

OBJECTIVE

Patients may be afraid when they receive knowledge that medications are injected into the middle ear through the tympanic membrane using a fine needle during intratympanic treatment. The aim of this study was to evaluate the effect of video-assisted information prior to intratympanic steroid injection on patient anxiety.

STUDY DESIGN

Prospective, Non-randomized, controlled trial.

SETTING

Tertiary academic medical center.

METHODS

A total of 85 patients who had an indication for intratympanic treatment due to idiopathic sudden sensorineural hearing loss and tinnitus were included in this prospective study. 40 cases received video-assisted information before intratympanic steroid injection in the study group, while 45 cases were verbally informed face-to-face in the control group. Then, patient anxiety was measured using the Visual Analog Scale (VAS) and Spielberger State-Trait Anxiety Inventory (STAI).

RESULTS

The mean VAS score was 3.58 ± 3.37 (mean rank = 42.09) in the study group and 3.87 ± 3.56 (mean rank = 43.81) in the control group. The mean STAI-S score was 37.03 ± 10.637 in the study group and 39.11 ± 11.783 in the control group. The mean STAI-T score was 40.18 ± 9.151 in the study group and 38.73 ± 11.438 in the control group. It was found that there were no statistically significant differences in the mean VAS, STAI-S and STAI-T scores between the two groups (p > 0.05).

CONCLUSION

We revealed that video-assisted information prior to intratympanic steroid injection had no superiority in reducing anxiety over face-to-face verbal information.