Information Retention and Overload in First-Time Hearing Aid Users: An Interactive Multimedia Educational Solution
Information Retention and Overload in First-Time Hearing Aid Users: An Interactive Multimedia Educational Solution
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DOI：
10.1044/2015_aja-14-0088
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发表时间：
2015-09-01
影响因子：
1.8
通讯作者：
Wharrad, Heather
中科院分区：
文献类型：
--
作者：
Ferguson, Melanie;Brandreth, Marian;Wharrad, Heather
目的：评价教育干预对初次使用助听器者助听器知识和沟通的影响。这种干预是基于可重用学习对象（RLOs）的概念。方法：采用随机对照试验。一组接受教育干预，另一组作为对照组。rlo通过在线和DVD传送到电视和个人电脑。在配戴助听器6周后，采用自由回忆法评估助听器的实用知识和社会心理方面的知识。结果：接受RLOs治疗的患者对实际问题和社会心理问题的认识明显高于对照组。中等到较大的效应量表明这些差异具有临床意义。结论：辅助临床实践的教育干预可提高初次助听器使用者的知识水平。
Purpose: An educational intervention to improve knowledge of hearing aids and communication in first-time hearing aid users was assessed. This intervention was based on the concept of reusable learning objects (RLOs).Method: A randomized controlled trial was conducted. One group received the educational intervention, and the other acted as a control group. RLOs were delivered online and through DVD for television and personal computer. Knowledge of both practical and psychosocial aspects of hearing aids and communication was assessed using a free-recall method 6 weeks postfitting.Results: Knowledge of both practical and psychosocial issues was significantly higher in the group that received the RLOs than in the control group. Moderate to large effect sizes indicated that these differences were clinically significant.Conclusion: An educational intervention that supplements clinical practice results in improved knowledge in first-time hearing aid users.