A213 VIDEO EDUCATIONAL MATERIAL FOR PATIENTS PREPARING FOR COLONOSCOPY
Notice bibliographique
Résumé
Preferences for receipt of information vary among individuals, with many patients showing an interest in receiving via video content. Although several educational videos on colonoscopy are available, most of them have not been evaluated systematically. To develop and compare a colonoscopy video educational resource to a previous video on similar subject matter. We developed a new video resource, based on feedback from patients and health care providers and recommended content in literature. A similar content video from the web was identified as the most highly rated by an advisory group. Individuals attending gastroenterology clinics, blinded to the source of videos, were recruited to watch both the New Video and the Similar Video. The order of watching the videos was randomly assigned to allow the assessment of order effects. After watching, participants were asked to rate each video based on: amount of information, clarity, trustworthiness, ease of watching/understandability, familiarity, reassurance, information learned, understanding from the patient’s point of view, appeal, and if they would recommend the video. Participants were then asked which video they preferred and why they preferred it based on clarity, trustworthiness, ease of watching/understandability, and reassurance. Participants were also asked to explain what they liked/disliked about the videos and if they had any suggestions for improving the material. 232 participants viewed both videos. When the New Video was viewed first 64% preferred the New Video and 31% preferred the Similar Video. When the Similar Video was viewed first 78% preferred the New Video and 20% preferred the Similar Video. Of the participants that had not had a previous colonoscopy, 66% preferred the New Video, while 74% of the participants with previous colonoscopy experience preferred the New Video. Multivariable logistic regression analysis also suggested that participants prefer the New Video if they saw it second. Participants rated the New Video as clearer and more trustworthy than the Similar Video. Many participants specified in the open-ended questions they liked New Video better because it was clearer, it was more informative, and was more visually appealing. We have developed and validated a new colonoscopy video educational material, which is freely available on the web. Our study suggests that in information evaluation studies, it is important to consider order effects. We have developed a process to appraise and compare different video information materials against each other. None
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».