Objective: To assess the efficacy of tablet-based learning modules for patient education in an outpatient movement disorders center.

Background: Educational materials improve patient understanding, and innovative technology may enhance such materials to improve patient comprehension of their disorder and treatment.1 Our pilot study of tablet-based interventions demonstrated the feasibility of a digital learning module for patients about Parkinson’s disease medication.2 We have expanded this study with modules about dystonia and botulinum toxin (BT).

Methods: All subjects (n=23) were recruited from the Parkinson’s Disease and Movement Disorder Institute at Weill Cornell Medicine. Subjects completed a tablet-based learning module comprised of a pre-test, a topic presentation, and a post-test. The post-test was repeated at three to six months later depending on patients’ appointments and schedules. Module A (n=14) was topic-specific to educate dystonia patients about their disorder, and Module B (n=14) was topic-specific to educate botulinum toxin (BT) patients about their treatment. A subset of subjects (n=5) received BT for dystonia, and therefore completed both modules. Subjects were evaluated for cognitive impairment to assess any correlation between cognitive status and retention of information.

Results: Subjects using Module A improved in post-test performance on the day of the topic presentation (p=0.002) and in follow-up (p=0.003). Subjects using Module B did not show statistically significant change, however the youngest (30-39 y, n=3) and oldest (70-79 y, n=2) subjects performed best. Given varying subject age, cognitive impairment was considered as a potential effect modifier. Among those with normal cognition (baseline MoCA score >=24), only Module A showed significance on the day of the topic presentation (p=0.002) and in follow-up (p=0.005).

Conclusions: Tablet-based learning modules can improve patient comprehension of their condition both post-intervention and in long-term follow-up. Despite the small sample size, preliminary data suggest this method is easy to use as adjunctive educational material for all age groups. Cognition may play a role but cannot be determined by the small sample size. Further studies are needed to assess a tablet-based approach in larger, more homogenous cohorts.

References: 1. Dinkelbach L, Moller B, Witt K, Schnitzler A, and Sudmeyer M. How to improve patient education on deep brain stimulation in Parkinson’s disease: the CARE Monitor study. BMC Neurology. 2017; 17: 36. 2. Hellmers N, Hanineva A, Stribling J, Carter, J, and Henchcliffe C. Patient-centered educational intervention using hand-held electronic devices. Movement Disorders. 2016; 31; S1-S697.

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MDS Abstracts - https://www.mdsabstracts.org/abstract/using-tablet-devices-to-educate-patients-about-dystonia-and-botulinum-toxin-for-movement-disorders/