RT Journal Article SR Electronic T1 Use of Video-Based Patient Education to Modify Health Behaviors JF Respiratory Care FD American Association for Respiratory Care SP 3232721 VO 64 IS Suppl 10 A1 Bell, Margo Ann A1 Draughn, Michael H. A1 Malizia, Wendy D. A1 Walters, Gloria A1 White, Christie A1 Leonard, Marci YR 2019 UL http://rc.rcjournal.com/content/64/Suppl_10/3232721.abstract AB Background: Video-enhanced patient education may help to standardize educational content and improve patients’ retention of instructions when compared with current written/verbal modalities of patient education. The purpose of this project was to investigate the impact of understanding pulmonary disease and medications in those receiving video-enhanced instruction compared with those who did not. A secondary evaluation comparing comprehension of pulmonary disease and medications improve after receiving instruction of any kind was conducted Methods: In the past, patients at a large, tertiary medical center were offered discussion supplemented with written forms of education. Although the literature implies that video-enhanced learning would lead to better comprehension of the information, the Pulmonary Disease Navigators did not have consistent access to video content. Through a quality improvement project, the navigators were provided access to video content to supplement the standard written/verbal education. Chronic obstructive pulmonary disease (COPD) patients (n = 62) consented to participate in this study. Inclusion criteria was patients >18 years of age with no cognitive impairments to participating. They were randomized into two groups: those that received supplemental video-based instruction (n = 32) or those who received standard written/verbal education without videos (n = 30). An electronic link was provided to the patients who consented to participate and was utilized to determine their satisfaction and comprehension of the materials presented. Results: There was no statistically significant difference in the scores for understanding pulmonary disease between the two groups (P = .36). There was a significant difference between the two groups in understanding of medications (P < .001). In comparing all patients before and after the educational interventions, there was a significant difference in pre- and post-understanding of pulmonary disease (P < .001) and in pre- and post-understanding of medications (P < .001). Conclusions: Although there was no significant difference in understanding of COPD when video-enhanced education was used, there was a significant difference in understanding of medications in the group that received video-enhanced education. Additionally, education provided was beneficial, as there was a significant improvement in learning between pre- and post- scores for all types of modalities. Further research would be beneficial.