Active knowledge building and group learning is limited in online sources for patients on renal transplantation

C.W. van Klaveren, P.G.M. de Jong, R.A. Hendriks, F. Luk, A.P.J. de Vries, P.J.M. van der Boog, M.E.J. Reinders

Wednesday 4 march 2020

16:10 - 16:20h at Theaterzaal

Parallel session: Parallel sessie VI – Klinische abstracts

Background: Renal patients search the Internet thoroughly to improve their knowledge of renal transplantation. Yet, a gap remains between information provided and patients’ understanding. Although digital learning has markedly increased in last decade, digital teaching strategies seem still insufficient applied to online resources. This study systematically evaluated the available teaching approaches for instruction, interaction, and assessment in online resources on renal transplantation.

Methods: The top 50 websites containing information on renal transplantation were retrieved by using the search engine “”. A data collection tool was composed and calibrated. From a total number of 1071 webpages on 24 different websites, 250 webpages were included based on compiled inclusion criteria. Websites were examined on organizational source, content topics, available teaching modes (instruction (e.g. text), interaction (e.g. discussion forum), assessment (e.g. open ended question)) and teaching approaches (receiving knowledge or active knowledge building, and individual or group learning) according to the Teaching Approach Framework of Arbaugh and Benbunan-Finch (2006).

Results: Most of included websites were hosted by a professional non-profit organization (n=20; 83.3%), such as hospitals. The information of each webpage was scored on five topics: cause of and treatment options for renal patients (n=105; 26.3%), renal transplant options and preparatory examination (n=88; 22%), operation and hospital stay (n=39; 9.8%), life after transplantation, including life style and medication (n=118; 29.5%) and contact with others (n=50; 12.5%). A total number of 1331 items dispersed over 16 different teaching modes were found, classified into instruction (n=1287; 96.7%), interaction (n=40; 3.0%) and assessment (n=4; 0.3%). Analysis of teaching approaches showed a frequent occurrence of receiving knowledge and individual learning (n=1285; 96.5%) compared to receiving knowledge and group learning (n=0), active knowledge building and individual learning (n=10; 0.8%) and active knowledge building and group learning (n=36; 2.7%).

Conclusions: Online resources on renal transplantation do not have a uniform teaching mode profile and active knowledge building, such as assessments, is hardly encountered. A more balanced availability of teaching modes and approaches is desirable to diminish the gap between information provided and patients’ understanding of information on renal transplantation.