A systematic review of the literature reporting on studies that examined the impact of interactive, computer-based patient education programs.
OBJECTIVE
To evaluate studies that examined the impact of interactive, computer-based education (ICBE) programs on patient education.


METHODS
The Medline and CINAHL databases were searched to identify randomized controlled studies that evaluated the impact of ICBE programs.


RESULTS
The 25 studies that met the selection criteria generally supported the ability of ICBE programs to promote knowledge gains. Results related to economic or clinical outcomes were less consistent. Significant variations were noted across studies in program features, implementation and integration strategies, and in comparison program attributes and quality. It is likely that these differences contributed to the disparity in findings across studies.


CONCLUSIONS
Although significant inconsistencies in results were noted, the research provided collective evidence that ICBE programs had the potential to add great value to the patient education process. Programs must be properly designed and implementation and integration processes effectively planned in order to achieve consistently positive outcomes.


CONCLUSIONS
Consideration of the "best practices" derived from the research and noted in this report will assist healthcare providers in designing, selecting, and implementing effective ICBE programs.
College of Education, Department of Educational Psychology, University of Arizona, Tucson, AZ 85721, USA. mfox@email.arizona.edu
Martin P
MP
Fox
D022126:Access to Information; D019985:Benchmarking; D003194:Computer-Assisted Instruction / Q000379:methods*; D018961:Educational Technology; D006801:Humans; D017145:Models, Educational; D010353:Patient Education as Topic; D015397:Program Evaluation