Background: Most patient education is misremembered or forgotten. Anticoagulants are high-risk medications widely used to prevent and treat thrombotic events, resulting in a need for adequate patient education to minimize harm. While anticoagulant patient education interventions can improve knowledge and surrogate outcomes, they may not represent current practice.
Aims: Determine provider perceptions of anticoagulation therapy patient education at their institution.
Methods: A quantitative survey was distributed through a national professional organization and across several health systems. Questions included educational delivery methods, perceived effectiveness, evaluation of patient knowledge, development of patient education, and demographics.
Results: The 61 survey respondents were 79.0% female, an average age of 43, 86.2% identified as white, and 80.3% were pharmacists. Most respondents (95%) complete patient education interventions in one session averaging 35 minutes for warfarin and 22.5 minutes for direct oral anticoagulants. Providers reviewed educational topics in 37% of daily patient interactions. 91.9% of respondents perform either a formal or informal knowledge check during patient education activities. 59% of respondents reported reasons for not performing patient knowledge checks included no formal process requiring knowledge checks, lack of time, and forgetting. The majority (93.4%) reported their patient education process was somewhat or very effective. The main reason underlying perceived less effective patient education was too much information in one session. Thirty-four respondents had some knowledge of patient education development at their institution. Most of these (82.9%) indicated their educational process’s development relied on expert opinion. In comparison, 22.9% indicated utilizing user-based design, and 10 (28.9%) respondents used learning theories.
|Format of knowledge checks, n=61||N, %|
| Both Formal and Informal Checks
Formal Check Only
Informal Check Only
|Types of knowledge check, n=191|
| Multiple types of tests2
|When do you use knowledge checks, n=571|
| Formal part of education process
If I think patient does not understand
Patient behavior demonstrates deficit of knowledge
|Why are knowledge checks not used, n=361|
| Take too much time
I forget to use them
Not part of our formal process
I never learned to use them
|1Respondents could give more than one response
2Types of tests included any combination of written, teach-back method, the Indian Health Services model, and verbal tests
Conclusions: While most providers felt patient education was at least somewhat effective, they reported reviewing education with patients daily, indicating a lack of understanding. The lack of formal knowledge checks and best practices in developing patient education tools are significant gaps to address.
To cite this abstract in AMA style:Jones A, Saunders J, Vazquez S, Fagerlin A, Witt D. A Survey of Current Anticoagulation Patient Education Practices and Development [abstract]. Res Pract Thromb Haemost. 2021; 5 (Suppl 2). https://abstracts.isth.org/abstract/a-survey-of-current-anticoagulation-patient-education-practices-and-development/. Accessed December 7, 2021.
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