TY - JOUR
T1 - The impact of watching educational video clips on analogue patients' physiological arousal and information recall
AU - van Bruinessen, I. R.
AU - van den Ende, I. T.A.
AU - Visser, L. N.C.
AU - van Dulmen, S.
N1 - Publisher Copyright:
© 2015 Elsevier Ireland Ltd.
PY - 2016/2/1
Y1 - 2016/2/1
N2 - 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.
AB - 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.
KW - Electrodermal activity
KW - Information recall
KW - Narratives
KW - Oncology care
KW - Patient doctor communication
KW - Physiological response
UR - http://www.scopus.com/inward/record.url?scp=84959468307&partnerID=8YFLogxK
U2 - 10.1016/j.pec.2015.08.022
DO - 10.1016/j.pec.2015.08.022
M3 - Article
C2 - 26427309
AN - SCOPUS:84959468307
SN - 0738-3991
VL - 99
SP - 243
EP - 249
JO - Patient Education and Counseling
JF - Patient Education and Counseling
IS - 2
ER -