We conducted a randomized controlled trial to compare the efficacy of adding a video tool to a printed booklet on osteoporosis. Both strategies were effective in increasing knowledge and decreasing decisional conflict. There was no difference in the measured outcomes between the intervention and control groups. Patient preferences and learning styles are key factors in deciding a presentation format when educating patients with osteoporosis. INTRODUCTION Innovative approaches to patient education about self-management in osteoporosis may improve outcomes. METHODS We conducted a randomized controlled trial to compare the efficacy of adding a multimedia patient education tool involving video modeling to a printed educational booklet on osteoporosis. Participants were post-menopausal women with osteoporosis. We assessed osteoporosis knowledge, decisional conflict, self-efficacy, and effectiveness in disease management at baseline, immediately post-intervention, and at 3 and 6 months. Linear regression models were used to explore changes in outcomes at 6 months with respect to baseline characteristics. RESULTS Two hundred and twenty-five women were randomized, 111 to receive the multimedia tool in addition to the booklet and 114 to receive the booklet alone. Knowledge and decisional conflict scores significantly improved in both groups at all post-intervention assessment points, but with no significant differences in score changes between the groups. Self-efficacy and disease management effectiveness showed no significant changes from baseline. In the entire cohort, younger age was associated with better effectiveness in disease management and Hispanic women had greater gains in knowledge at 6 months compared to White women. Women with limited health literacy who had received the multimedia tool in addition to the printed materials had higher decisional conflict than those who received printed materials alone. CONCLUSION Both multimedia and printed tools increased knowledge and decreased decisional conflict to the same extent, neither of the educational materials proved to be better than the other. For women with limited health literacy, receiving the booklet alone was more effective in reducing decisional conflict after 6 months, than adding the multimedia tool.

中文翻译：

---

多媒体和印刷的骨质疏松症患者教育工具的比较：为期6个月的随机对照试验。

我们进行了一项随机对照试验，比较了在骨质疏松症印刷手册中添加视频工具的功效。两种策略在增加知识和减少决策冲突方面都是有效的。干预组和对照组之间的测量结果没有差异。在对骨质疏松症患者进行教育时，患者的喜好和学习方式是决定演示形式的关键因素。简介对患者进行有关骨质疏松症自我管理的创新教育方法可以改善治疗效果。方法我们进行了一项随机对照试验，比较了将涉及视频建模的多媒体患者教育工具添加到有关骨质疏松症的印刷教育手册中的效果。参与者是绝经后骨质疏松的妇女。我们评估了骨质疏松症知识，在基线时，干预后立即以及在3个月和6个月时，决策冲突，自我效能和疾病管理的有效性。线性回归模型用于探讨6个月基线特征的结局变化。结果225名妇女被随机分配，其中111名妇女接受了除小册子外的多媒体工具，114名妇女接受了单独的小册子。两组在干预后的所有评估点的知识和决策冲突评分均显着提高，但两组之间的评分变化无显着差异。自我效能和疾病管理效能与基线相比无明显变化。在整个队列中 与白人妇女相比，年龄越小与疾病管理的效果越好有关，而西班牙裔妇女在6个月时的知识收获更大。与仅接受印刷品的妇女相比，接受了印刷品之外的多媒体工具的健康知识有限的妇女在决策上的冲突更大。结论多媒体和印刷工具都在同一程度上增加了知识并减少了决策冲突，但两种教材都没有比另一种更好。对于健康素养有限的妇女，与添加多媒体工具相比，仅接收小册子在减少6个月后的决策冲突方面更为​​有效。与仅接受印刷品的妇女相比，接受了印刷品之外的多媒体工具的健康知识有限的妇女在决策上的冲突更大。结论多媒体和印刷工具都在同一程度上增加了知识并减少了决策冲突，但两种教材都没有比另一种更好。对于健康素养有限的妇女，与添加多媒体工具相比，仅接收小册子在减少六个月后的决策冲突方面更为​​有效。与仅接受印刷品的妇女相比，接受了印刷品之外的多媒体工具的健康知识有限的妇女在决策上的冲突更大。结论多媒体和印刷工具都在同一程度上增加了知识并减少了决策冲突，但两种教材都没有比另一种更好。对于健康素养有限的妇女，与添加多媒体工具相比，仅接收小册子在减少六个月后的决策冲突方面更为​​有效。