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Implementation and Evaluation of a Low-Literacy Diabetes Education Computer Multimedia Application

¹ Department of Medicine, University of Illinois at Chicago, Chicago, Illinois
² Maine Center for Diabetes, Maine Medical Center, Portland, Maine
³ Department of Curriculum, Instruction, and Evaluation, University of Illinois at Chicago, Chicago, Illinois
⁴ Jesse Brown VA Medical Center and VA Midwest Center for Health Services and Policy Research, Chicago, Illinois
⁵ Department of Educational Psychology, University of Illinois at Chicago, Chicago, Illinois
⁶ Institute for Health Research and Policy, University of Illinois at Chicago, Chicago, Illinois
⁷ Division of Clinical Education, Drexel University College of Medicine and Mercy Health System, Philadelphia, Pennsylvania

Address correspondence and reprint requests to Ben Gerber, MD, Department of Medicine (M/C 718), University of Illinois, 840 South Wood St., Chicago, IL 60612. E-mail: bgerber{at}uic.edu

OBJECTIVE—To evaluate a clinic-based multimedia intervention for diabetes education targeting individuals with low health literacy levels in a diverse population.

RESEARCH DESIGN AND METHODS—Five public clinics in Chicago, Illinois, participated in the study with computer kiosks installed in waiting room areas. Two hundred forty-four subjects with diabetes were randomized to receive either supplemental computer multimedia use (intervention) or standard of care only (control). The intervention includes audio/video sequences to communicate information, provide psychological support, and promote diabetes self-management skills without extensive text or complex navigation. HbA_1c (A1C), BMI, blood pressure, diabetes knowledge, self-efficacy, self-reported medical care, and perceived susceptibility of complications were evaluated at baseline and 1 year. Computer usage patterns and implementation barriers were also examined.

RESULTS—Complete 1-year data were available for 183 subjects (75%). Overall, there were no significant differences in change in A1C, weight, blood pressure, knowledge, self-efficacy, or self-reported medical care between intervention and control groups. However, there was an increase in perceived susceptibility to diabetes complications in the intervention group. This effect was greatest among subjects with lower health literacy. Within the intervention group, time spent on the computer was greater for subjects with higher health literacy.

CONCLUSIONS—Access to multimedia lessons resulted in an increase in perceived susceptibility to diabetes complications, particularly in subjects with lower health literacy. Despite measures to improve informational access for individuals with lower health literacy, there was relatively less use of the computer among these participants.

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