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

Molly Clarke1,*, 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: email

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

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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APA Style
Clarke, M., Hamann, K., Klein, N., Olivieri, L., Loke, Y. (2024). Use of patient-specific “4D” tele-education to enhance actual and perceived knowledge in congenital heart disease (CHD) patients. Congenital Heart Disease, 19(1), 5-17. https://doi.org/10.32604/chd.2024.046328
Vancouver Style
Clarke M, Hamann K, Klein N, Olivieri L, Loke Y. Use of patient-specific “4D” tele-education to enhance actual and perceived knowledge in congenital heart disease (CHD) patients. Congeni Heart Dis. 2024;19(1):5-17 https://doi.org/10.32604/chd.2024.046328
IEEE Style
M. Clarke, K. Hamann, N. Klein, L. Olivieri, and Y. Loke "Use of Patient-Specific “4D” Tele-Education to Enhance Actual and Perceived Knowledge in Congenital Heart Disease (CHD) Patients," Congeni. Heart Dis., vol. 19, no. 1, pp. 5-17. 2024. https://doi.org/10.32604/chd.2024.046328



cc This work is licensed under a Creative Commons Attribution 4.0 International License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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