Objective: In this paper, we aim to examine the effect of computer-based patient education on patients' knowledge of their health conditions, as well as their satisfaction with this approach compared with the conventional patient education strategy.
Method: We used a non-randomized controlled trial design in this study. We examined the effects of teaching strategies for both computer-based and conventional patient education (independent variables) on the improvement of patients' knowledge about their health conditions, along with their satisfaction (dependent variables). The convenience sample from 120 bariatric patients with appointments for surgery was divided into two groups. The intervention group received computer-based patient education, while the control group received conventional education. A self-administered questionnaire was distributed to the participants and included four parts: demographic data, patient satisfaction section, pre-test for knowledge, and post-test for knowledge.
Results: The lecture format was the study participants' most preferred method of education (49.2%). In the conventional education group, the mean difference in knowledge scores before and after the educational session was 3.4 (SD = 3.5), with a significant improvement in knowledge after the session (t-value = 6.84, df = 47, p-value < 0.001). This result was similar to the mean difference in knowledge scores in the computer-based education group (3.8, SD = 3.4), suggesting a significant improvement in knowledge scores (t-value = 8.2, df = 51, p-value < 0.001). There was no sufficient evidence of a significant difference in the mean change in knowledge scores between the two groups (t-value = -0.63, df = 96.9, p-value = 0.532). The majority of the participants were strongly satisfied with the educational session (83.9% and 86.4% for computer-based and conventional education groups, respectively).
Conclusion: It is an effective option to use multiple teaching methods, including conventional and computer-based patient education delivered by health team members. Both strategies have similar positive effects on patients' knowledge improvement and satisfaction.