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Virtual Reality for Patient Education about Hypertension: A Randomized Pilot Study

B. Jiravska Godula, O. Jiravsky, G. Matheislova, V. Kuriskova, A. Valkova, K. Puskasova, M. Dokoupil, V. Dvorakova, A. Prifti, D. Foral, F. Jiravsky, J. Hecko, M. Hudec, R. Neuwirth, R. Miklik

. 2023 ; 10 (12) : . [pub] 20231129

Status neindexováno Jazyk angličtina Země Švýcarsko

Typ dokumentu časopisecké články

Perzistentní odkaz   https://www.medvik.cz/link/bmc23022432

Grantová podpora
IGS2021 Educational and Research Institute AGEL, o.p.s.

BACKGROUND: Hypertension challenges arise in part from poor adherence due to inadequate patient education. VR offers immersive learning to improve hypertension knowledge. OBJECTIVE: To compare VR education with traditional verbal education to improve hypertension knowledge. METHODS: In this randomised trial, 182 patients with hypertension were assigned to receive either traditional physician-led education (n = 88) or VR education (n = 94) with equivalent content. The VR group experienced a 3D video using Oculus Quest 2 headsets. Knowledge was assessed post-intervention using a 29-item questionnaire. The primary outcome was the objective score. Subjective satisfaction and responder characteristics were secondary outcomes. RESULTS: Median objective scores were significantly higher for VR (14, IQR 3) versus traditional education (10, IQR 5), p < 0.001, indicating superior hypertension knowledge acquisition with VR. Subjective satisfaction was high in both groups. Participants were categorized into low (first quartile) and medium-high (second to fourth quartiles) responders based on their scores. Low responders had a significantly higher prevalence of older women than medium-high responders (57% vs. 40% female, p = 0.024; 68 vs. 65 years), p = 0.036). CONCLUSIONS: VR outperforms traditional education. Tailoring to groups such as older women can optimise learning.

Citace poskytuje Crossref.org

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