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Z Gastroenterol 2023; 61(02): 155-163
DOI: 10.1055/a-1799-9267
Originalarbeit

KARLOTTA (Kids + Adolescents Research Learning On Tablet Teaching Aachen) – randomisierte kontrollierte Pilotstudie zur Anwendung eines digitalen Lernspiels für pädiatrische Patienten mit chronisch entzündlichen Darmerkrankungen

KARLOTTA (Kids + Adolescents Research Learning On Tablet Teaching Aachen) – randomized controlled pilot study for the implementation of a digital educational app with game of skill for pediatric patients with inflammatory bowel disease
Lukas Menze
1   Klinik für Kinder- und Jugendmedizin, Uniklinik RWTH Aachen, Aachen, Germany (Ringgold ID: RIN39058)
,
Tobias G. Wenzl
1   Klinik für Kinder- und Jugendmedizin, Uniklinik RWTH Aachen, Aachen, Germany (Ringgold ID: RIN39058)
,
Angeliki Pappa
1   Klinik für Kinder- und Jugendmedizin, Uniklinik RWTH Aachen, Aachen, Germany (Ringgold ID: RIN39058)
› Author AffiliationsSupported by: Stiftung Universitätsmedizin Aachen
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Zusammenfassung

Ziele Verbesserung von krankheitsspezifischem Wissen bei pädiatrischen Patienten mit chronisch-entzündlichen Darmerkrankungen (CED) mittels digitaler App und individualisiertem Teaching von Arzt zu Patient.

Methoden Wir entwickelten die KARLOTTA-App (Kids + Adolescents Research Learning On Tablet Teaching Aachen) für Android-Software mit Geschicklichkeitsspiel und CED-Fragenkatalog mit visuellem Feedback und High-Scores. Randomisierte kontrollierte Studie als Pilotprojekt mit 30 CED-Patienten, 10–18 Jahre. Die Interventionsgruppe nutzte die KARLOTTA-App auf einem Tablet bei jedem Sprechstundenbesuch im Zeitraum von 12 Monaten. Outcome-Parameter waren Wissenszuwachs, Veränderungen in der Lebensqualität und Analyse der Feedbackbögen für Patient und Arzt. Die statistische Analyse erfolgte mit X2 -Test, Mann-Whitney-U-Test und deskriptiv.

Ergebnisse KARLOTTA wurde 55 Mal gespielt durch 14 Patienten. Bei allen Patienten (100%) konnten Wissenslücken aufgedeckt werden und es fand spezifisches Teaching statt. In der KARLOTTA-Gruppe hatten 11 von 14 Patienten (79%) einen Wissenszuwachs, in der Kontrollgruppe 7 von 15 Patienten (47%), p-Wert von 0,08 mit X2 -Test. Es zeigten sich keine Unterschiede in der Lebensqualität. In 87% der Termine konnte die App ohne Probleme genutzt werden.

Schlussfolgerungen Die KARLOTTA-App deckt individuelle Wissenslücken auf, sorgt für maßgeschneidertes Arzt-Patienten-Teaching und lässt sich gut in den Sprechstundenalltag implementieren.

Abstract

Objectives Improvement of disease-specific knowledge in pediatric patients with inflammatory bowel disease (IBD) using a digital app and individualized teaching from physician to patient.

Methods We developed an app for Android Software called KARLOTTA (Kids + Adolescents Research Learning On Tablet Teaching Aachen) with a game of skill and IBD questionnaire with visual feedback and high scores. Randomized controlled study as a pilot project with 30 IBD patients, aged 10–18 years. The intervention group used the KARLOTTA app on a tablet before every consultation during a 12-month period. Outcome parameters were an increase in knowledge, changes in quality of life and analysis of the feedback questionnaires for patient and physician. The statistical analysis was carried out with the X2 -test, Mann-Whitney-U test and descriptive analysis.

Results KARLOTTA was played 55 times by 14 patients. In all patients (100%) gaps in knowledge could be discovered and specific teaching took place. In the KARLOTTA group, 11 of 14 patients (79%) had an increase in knowledge, in the control group 7 of 15 patients (47%), p-value of 0.08 with the X2 -test. There were no differences in results for quality of life. The app could be used without any problems in 87% of the appointments.

Conclusions The KARLOTTA app reveals individual gaps in knowledge, provides tailor-made physician-patient teaching and can be easily implemented in the outpatient clinic.

Schlüsselwörter

Darm - chronisch entzündliche Darmerkrankung - Colitis ulcerosa

Keywords

bowel - inflammatory bowel disease - ulcerative colitis

Zusatzmaterial



Publication History

Received: 25 November 2021

Accepted after revision: 11 March 2022

Article published online:
07 June 2022

© 2022. Thieme. All rights reserved.

Georg Thieme Verlag KG
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