Coordinator research program Communication in Healthcare; endowed professor 'Communication in healthcare, especially in primary care', Radboud University, the Netherlands
Publicatie
Publication date
The impact of watching educational video clips on analogue patients' physiological arousal and information recall.
Bruinessen, I.R. van, Ende, I.T.A. van den, Visser, I.N.C., Dulmen, S. van. The impact of watching educational video clips on analogue patients' physiological arousal and information recall. Patient Education and Counseling: 2016, 99(2), p. 243-249.
Objective
Investigating the influence of watching three educational patient–provider interactions on analogue patients’ emotional arousal and information recall.
Methods
In 75 analogue patients the emotional arousal was measured with physiological responses (electrodermal activity and heart rate) and self-reported arousal.
Results
A moderate increased level of physiological arousal was measured but not too much to inflict emotional distress. Recall of information was within the pursued range.
Conclusion
Hence, physiological arousal is not expected to hinder the goals we pursue with our online intervention.
Practice implications
Still, developers and researchers should remain attentive to the self-reported (conscious) and hidden (subconscious) emotions evoked by the content of educational video clips presented in self-help interventions. A moderate increased level of arousal is preferred to increase the learning capacity. However, too much arousal may decrease the learning capacity and may cause distress, which should obviously be avoided for ethical reasons. (aut. ref.)
Investigating the influence of watching three educational patient–provider interactions on analogue patients’ emotional arousal and information recall.
Methods
In 75 analogue patients the emotional arousal was measured with physiological responses (electrodermal activity and heart rate) and self-reported arousal.
Results
A moderate increased level of physiological arousal was measured but not too much to inflict emotional distress. Recall of information was within the pursued range.
Conclusion
Hence, physiological arousal is not expected to hinder the goals we pursue with our online intervention.
Practice implications
Still, developers and researchers should remain attentive to the self-reported (conscious) and hidden (subconscious) emotions evoked by the content of educational video clips presented in self-help interventions. A moderate increased level of arousal is preferred to increase the learning capacity. However, too much arousal may decrease the learning capacity and may cause distress, which should obviously be avoided for ethical reasons. (aut. ref.)
Objective
Investigating the influence of watching three educational patient–provider interactions on analogue patients’ emotional arousal and information recall.
Methods
In 75 analogue patients the emotional arousal was measured with physiological responses (electrodermal activity and heart rate) and self-reported arousal.
Results
A moderate increased level of physiological arousal was measured but not too much to inflict emotional distress. Recall of information was within the pursued range.
Conclusion
Hence, physiological arousal is not expected to hinder the goals we pursue with our online intervention.
Practice implications
Still, developers and researchers should remain attentive to the self-reported (conscious) and hidden (subconscious) emotions evoked by the content of educational video clips presented in self-help interventions. A moderate increased level of arousal is preferred to increase the learning capacity. However, too much arousal may decrease the learning capacity and may cause distress, which should obviously be avoided for ethical reasons. (aut. ref.)
Investigating the influence of watching three educational patient–provider interactions on analogue patients’ emotional arousal and information recall.
Methods
In 75 analogue patients the emotional arousal was measured with physiological responses (electrodermal activity and heart rate) and self-reported arousal.
Results
A moderate increased level of physiological arousal was measured but not too much to inflict emotional distress. Recall of information was within the pursued range.
Conclusion
Hence, physiological arousal is not expected to hinder the goals we pursue with our online intervention.
Practice implications
Still, developers and researchers should remain attentive to the self-reported (conscious) and hidden (subconscious) emotions evoked by the content of educational video clips presented in self-help interventions. A moderate increased level of arousal is preferred to increase the learning capacity. However, too much arousal may decrease the learning capacity and may cause distress, which should obviously be avoided for ethical reasons. (aut. ref.)