Development of an e-learning for patient education comprises several steps. Here we provide the step by step protocol for development of a dyspepsia e-learning. Incorporating steps to ensure future adoption of the tool by patients is essential early in the process.
It is important to assess the views of patients and healthcare providers on current dyspepsia management, and particularly, which elements are missing. Conduct focus groups until saturation of information is reached. Recruit participants from patient organization platforms under the Gastroenterology Outpatient Clinic and general practitioners, through local, general practitioner networks.
Provide all participants with a patient information form, but do not present the questions of the focus group in the information form. Obtain written, informed consent from all participants. During the focus group, ask open questions to initiate discussion.
All participants should be encouraged to voice their own opinion. Record the session and transcribe it afterwards. Extract the main themes from the focus group.
Based on the main outlines that resulted from assessment of needs, make an overview of the topics that should be supported by literature. Use the online databases to search for recent literature. Select the most relevant articles to use as scientific background in the tool.
Find local and national guidelines related to dyspepsia management. Make a selection of recommendations most relevant to the target audience. Summarize existing national patient information on dyspepsia.
Use approved primary and secondary care information, as well as, government supported web-based information. Combine all collected data in one file and merge related topics. Create a clear overview of all items that should be addressed in the tool, and organize the items into a logical flow that will be maintained in the e-learning.
Organize a process session with all stakeholders. Discuss all items in the overview and identify elements that can be visualized through real life videos or animation, or should appear as text. Start every chapter with an overview of the chapter.
Introduce important items and terms. At the end of every chapter, give a chapter summary. Refrain from giving redundant information that may distract attention.
Highlight essential information using bullet points and/or bold text. Use plain language writing when writing texts. When writing a text that will appear in the tool, clearly consider the target audience and write from that perspective.
Maintain a seventh to eighth grade reading level and limit paragraphs to a maximum of ten sentences. For the videos, write detailed scripts and log files for all videos. Carefully select an appropriate location for shooting of the videos.
Some elements may be visualized in 3D to improve comprehension of the content. Use visual references for each step of the desired 3D animation. Split animations into clips of eight to 12 seconds.
Before and after a clip, provide text blocks with information about the clip. As soon as all the content is created, the content should be incorporated into e-learning. Add all the content to a content management system to adjust the order and appearance.
This comprises several steps. The first step is to add all the text and the videos to panels. The second step is to choose a background image or 3D visualization that is available.
The third step is to add the customized questionaires. And the fourth and last step is to check if everything is correctly incorporated into the e-learning. Administer the pilot educational tool to two patients and two general practitioners and ask for feedback on layout, content and user friendliness.
Adjust the tool based on the test comments. Validate the efficacy and usability of the educational tool in a randomized controlled trial. The dyspepsia e-learning features several chapters, consisting of, 3D animations, text blocks and videos.
The first chapter addresses prevalence of dyspepsia, and the value and capabilities of upper gastrointestinal endoscopy. In the second chapter, normal gastric function and disturbances of gastric function are explained, and the third chapter lists a number of causes of gastric inflammation. Lifestyle advice is given in the fourth chapter, and the fifth chapter describes the pharmacological mechanisms of several gastro-protective drugs.
Assess the user experience with the dyspepsia e-learning. Focus on usability, completeness of information, follow the instructions and advice and suggestions for improvements. Once the e-learning is finalized it should be implemented in a randomized clinical trial to assess its usability and efficacy.
From development of the dyspepsia e-learning we learn the importance of involving patients into the development process. While one focus group gives important information, it is best to do several focus groups until information saturation is reached. Also, we learn that it's important to include an interactive element into the e-learning to improve user experience.
