Open Access

ARTICLE

Use of Patient-Specific “4D” Tele-Education to Enhance Actual and Perceived Knowledge in Congenital Heart Disease (CHD) Patients

Molly Clarke^1,*, Karin Hamann², Nancy Klein², Laura Olivieri³, Yue-Hin Loke²

1 Department of Inpatient Cardiology, Boston Children’s Hospital, Boston, 02115, USA
2 Department of Cardiology, Children’s National Hospital, Washington, 20001, USA
3 Department of Cardiology, Noninvasive Cardiac Imaging, University of Pittsburgh Medical Center Children’s Hospital of Pittsburgh, Pittsburgh, 15224, USA

* Corresponding Author: Molly Clarke. Email:

Congenital Heart Disease 2024, 19(1), 5-17. https://doi.org/10.32604/chd.2024.046328

Received 27 September 2023; Accepted 09 January 2024; Issue published 20 March 2024

Abstract

Background: Patients with congenital heart disease (CHD) will transition to lifelong adult congenital cardiac care. However, their structural heart disease is challenging to convey via two-dimensional drawings. This study utilized a tele-educational environment, with personalized three-dimensional (3D) modeling and health Details (3D + Details = “4D”), to improve actual and perceived knowledge, both important components of transition readiness in CHD patients. Methods: Participants aged ≥13 years with a history of CHD and cardiac magnetic resonance imaging (MRI) studies were eligible. Cardiac MRI datasets were then used to segment and create 3D heart models (using Mimics, Materialize Inc.). Participants first completed the MyHeart Questionnaire, a validated survey of actual knowledge. A tele-educational session was then scheduled, during which participants were shown a 3D model of a normal heart, followed by their personal 3D heart model and specific health details. Participants then repeated the actual knowledge survey, in addition to questionnaires assessing perceived knowledge pre- and post-session, as well as a satisfaction survey. Results: Twenty-two patients were included. Actual knowledge increased from 75% ± 15% to 89% ± 20% (p = 0.00043) and perceived knowledge increased in five of seven questions. Actual knowledge correlated with perceived knowledge (r = 0.608, p < 0.0001). Ninety-one percent of participants ranked the 3D model as “very satisfactory” and ninety-five percent ranked the educational session as “very helpful” or “extremely helpful.” Conclusions: The use of “4D” tele-education increased both actual and perceived knowledge and may help improve transition readiness in CHD patients.

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Supplementary Material

Supplementary Material File

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