title: Educating adolescents about acne vulgaris: a comparison of written handouts with audiovisual computerized presentations.
abstract: OBJECTIVE
  To compare the efficacy of written handouts with that of audiovisual computerized presentations in educating adolescents about acne vulgaris.
  
  
  METHODS
  Randomized study.
  
  
  METHODS
  A private dermatology office or 1 of 3 general pediatric clinics in New Haven.
  
  
  METHODS
  One hundred one adolescent patients, aged 13 to 17 years. Intervention All participants completed a brief enrollment questionnaire to gauge baseline knowledge of acne vulgaris. Subjects were then randomized to either receive a written handout or watch an audiovisual computerized presentation. Immediately following the intervention, and again at 1 month, patients were asked to complete identical questionnaires to assess change in knowledge.
  
  
  METHODS
  Change in knowledge about acne vulgaris, as indicated by performance on preintervention, postintervention, and 1-month follow-up questionnaires.
  
  
  RESULTS
  Baseline questionnaires were completed by 21 patients in the pilot study and 80 patients in the revised study; 17 (81%) and 77 (96%) completed the respective studies. In both the pilot (P = .64) and revised (P = .63) studies, there was no significant difference between intervention groups in terms of baseline knowledge or gain in knowledge. Immediately postintervention, both groups showed significant improvement from baseline (P < .001 in the revised study and P < .01 in the pilot study). At the 1-month follow-up, patients in the pilot study randomized to receive the computerized presentation still showed significant gain in knowledge from baseline (P < .05), while those in the handout group did not. Meanwhile, both intervention groups in the revised study continued to show significant gain in knowledge from baseline at 1 month (P < .001). Conclusion Both written handouts and audiovisual computerized presentations about acne vulgaris confer significant and equivalent benefits in terms of short- and long-term knowledge gains among adolescent patients with acne.
authors.affiliation: Department of Dermatology, Yale University School of Medicine, PO Box 208059, New Haven, CT 06520-8059, USA.
authors.forename: Phoebe E
authors.initials: PE
authors.lastname: Koch
authors.forename: Hilary F
authors.initials: HF
authors.lastname: Ryder
authors.forename: James
authors.initials: J
authors.lastname: Dziura
authors.forename: Valentine
authors.initials: V
authors.lastname: Njike
authors.forename: Richard J
authors.initials: RJ
authors.lastname: Antaya
mesh_terms: D000152:Acne Vulgaris / Q000209:etiology* / Q000628:therapy*; D000293:Adolescent; D001296:Audiovisual Aids; D003194:Computer-Assisted Instruction; D005260:Female; D005500:Follow-Up Studies; D006266:Health Education / Q000379:methods*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D008297:Male; D008402:Mass Media; D010865:Pilot Projects; D011795:Surveys and Questionnaires