Name
Title | ||
|---|---|---|
A cognitive approach for design of a multimedia informed consent video and website in pediatric research. |
Abstract | ||
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Display Omitted Use of cognitive learning theory in informed consent documents is uncommon.A multidisciplinary team was assembled to develop a video consent website.Cognitive learning theory was intentionally applied to the video consent website.Examples of the applied learning principles to enhance comprehension are presented. ObjectivePoor participant comprehension of research procedures following the conventional face-to-face consent process for biomedical research is common. We describe the development of a multimedia informed consent video and website that incorporates cognitive strategies to enhance comprehension of study related material directed to parents and adolescents. Materials and methodsA multidisciplinary team was assembled for development of the video and website that included human subjects professionals; psychologist researchers; institutional video and web developers; bioinformaticians and programmers; and parent and adolescent stakeholders. Five learning strategies that included Sensory-Modality view, Coherence, Signaling, Redundancy, and Personalization were integrated into a 15-min video and website material that describes a clinical research trial. ResultsA diverse team collaborated extensively over 15months to design and build a multimedia platform for obtaining parental permission and adolescent assent for participant in as asthma clinical trial. Examples of the learning principles included, having a narrator describe what was being viewed on the video (sensory-modality); eliminating unnecessary text and graphics (coherence); having the initial portion of the video explain the sections of the video to be viewed (signaling); avoiding simultaneous presentation of text and graphics (redundancy); and having a consistent narrator throughout the video (personalization). DiscussionExisting conventional and multimedia processes for obtaining research informed consent have not actively incorporated basic principles of human cognition and learning in the design and implementation of these processes. The present paper illustrates how this can be achieved, setting the stage for rigorous evaluation of potential benefits such as improved comprehension, satisfaction with the consent process, and completion of research objectives. ConclusionNew consent strategies that have an integrated cognitive approach need to be developed and tested in controlled trials. |
Year | DOI | Venue |
|---|---|---|
2017 | 10.1016/j.jbi.2017.01.011 | Journal of Biomedical Informatics |
Keywords | Field | DocType |
Electronic,Informed consent,Learning theory,Multimedia,Video,Website | Permission,Data mining,Multidisciplinary approach,Learning theory,Computer science,Informed consent,Principles of learning,Cognition,Multimedia,Comprehension,Personalization | Journal |
Volume | Issue | ISSN |
66 | C | 1532-0464 |
Citations | PageRank | References |
1 | 0.36 | 2 |
Authors | ||
6 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Holly Antal | 1 | 1 | 0.36 |
| H. Timothy Bunnell | 2 | 112 | 19.91 |
| Suzanne M. McCahan | 3 | 1 | 0.36 |
| Christopher A. Pennington | 4 | 72 | 11.69 |
| Tim Wysocki | 5 | 1 | 1.03 |
| Kathryn V. Blake | 6 | 1 | 0.36 |