Perceptions of telemedicine for patient education among online support group patients with chronic or rare conditions

Figures & data

Table 1. Demographic and Background Characteristics of Study Participants (N = 274)

Characteristic	n (%)
Agea
	53.5 (12.2) [21, 85]
Sex
Female	230 (83.9)
Male	42 (15.3)
Missing	2 (0.7)
Race/ethnicityb
White	243 (88.7)
Black	11 (4.0)
Hispanic	8 (2.9)
American Indian/Alaskan Native	0
Asian/Pacific Islander	8 (2.9)
Other	4 (1.5)
Missing	4 (1.5)
Highest level of education attained
Grade school	4 (1.5)
Middle school	2 (0.7)
High school	56 (20.4)
College	138 (50.4)
Postgraduate	73 (26.6)
Missing	1 (0.4)
Community of residence
Urban (population >50,000)	113 (41.2)
Suburban (population between 25,000–50,000)	86 (31.4)
Rural (population <25,000)	63 (23.0)
Don’t know/missing	12 (4.4)
Currently employed
Yes	110 (40.1)
No	157 (57.3)
Missing	7 (2.6)
Average hours worked per week
0	157 (57.3)
1–39	43 (15.7)
40	40 (14.6)
>40	27 (9.9)
Missing	7 (2.6)

aAge reported as mean (SD) [minimum, maximum]. bMultiple responses possible; total percentage sums to greater than 100%.

Figure 1. Access to digital devices and use of social media tools (N = 274).

Note. Patients could mark more than one response.

Figure 2. Reasons for use of telemedicine for health-related education for patients who have used telemedicine (n = 56).

Note. Patients could mark more than one response.

Figure 3. Modes used by patients who have experienced telemedicine for patient education (n = 56).

Note. Patients could mark more than one response.

Table 2. Patient Perceptions of Cognitive Presence Items (n = 208)

	n (%) Not Important or Not at All Important	n (%) Neutral	n (%) Important or Very Important	n (%) Don’t Know
How important is it that:
Your interest in health-related issues increases	9 (4.2)	32 (14.9)	173 (80.5)	1 (0.5)
Your curiosity in health-related issues increases	10 (4.7)	37 (17.2)	167 (77.7)	1 (0.5)
You feel motivated to learn and get more health-related information	7 (3.3)	20 (9.1)	187 (87.4)	0
You use more than one source to explore health-related problems	2 (0.9)	28 (13.0)	183 (85.1)	2 (0.9)
You get information to answer your questions	0	4 (1.9)	209 (98.1)	0
You feel that your provider respects your point of view	0	11 (5.1)	203 (94.9)	0
You get up-to-date information to answer your health questions	1 (0.5)	3 (1.4)	212 (98.1)	0
Learning activities aim to help you find answers about your health	3 (1.4)	13 (6.0)	200 (92.6)	0
You are given basic ideas about your health	2 (0.9)	26 (12.1)	187 (87.0)	0
You can use what you have learned to improve your health	1 (0.5)	7 (3.3)	207 (96.3)	0
You use the information to find answers about your health on your own	2 (0.9)	19 (8.9)	193 (90.2)	0

Note. Valid percentages are presented.

Table 3. Patient Perceptions of Social Presence Items (n = 208)

	n (%) Not Important or Not at All Important	n (%) Neutral	n (%) Important or Very Important	Don’t Know
How important is it that the healthcare provider:
Gives you a sense of belonging to the practice	17 (7.9)	26 (12.1)	171 (79.5)	1 (0.5)
How important is it that you feel comfortable:
Forming a clear impression of your healthcare provider	1 (0.5)	14 (6.5)	200 (93.0)	0
Using the technology	1 (0.5)	18 (8.3)	198 (91.2)	0
With the two-way discussions	1 (0.5)	11 (5.1)	202 (93.5)	2 (0.9)
Speaking with the provider electronically	5 (2.3)	24 (11.1)	187 (86.6)	0
Being able to disagree with the provider but still feeling a sense of trust	1 (0.5)	9 (4.2)	206 (95.4)	0
How important would it be that: Your point of view is heard and accepted	1 (0.5)	15 (6.9)	200 (92.6)	0
You and the provider work as a team	0	10 (4.7)	205 (95.3)	0

Valid percentages are presented.

Table 4. Patient Perceptions of Teaching Presence Items (n = 208)

	n (%) Not Important or Not at All Important	n (%) Neutral	n (%) Important or Very Important	Don’t Know
How important is it that the healthcare provider:
Clearly communicates important topics	0	3 (1.4)	213 (98.2)	1 (0.5)
Clearly communicates important goals	1 (0.5)	8 (3.7)	206 (95.4)	1 (0.5)
Provides clear instructions for learning activities	0	11 (5.1)	205 (94.5)	1 (0.5)
Identifies areas that help you learn	2 (0.9)	11 (5.1)	197 (92.1)	4 (1.9)
Helps you understand the topics and clarify your thinking	4 (1.9)	5 (2.3)	206 (95.8)	0
Keeps you engaged	7 (3.3)	8 (3.8)	195 (92.4)	1 (0.5)
Helps you stick to goals and learn	5 (2.3)	25 (11.6)	184 (85.2)	2 (0.9)
Encourages you to explore new health-related ideas	5 (2.3)	30 (14.0)	178 (83.2)	1 (0.5)
Reinforces your feeling of belonging and importance	16 (7.4)	31 (14.3)	169 (77.9)	1 (0.5)
Focuses on relevant issues to help you learn	1 (0.5)	14 (6.5)	200 (92.2)	2 (0.9)
Provides feedback that helps you	0	11 (5.0)	205 (94.0)	2 (0.9)

Valid percentages are presented.

Table 5. Ratings of Importance of Cognitive, Social, and Teaching Presence by Experience with Telemedicine for Patient Education (n = 208)

	Experience with Telemedicine for Patient Education
	Yes	No	Don’t Know
	(n = 36)	(n = 150)	(n = 19)	p Value
Cognitive presence, median (IQR)	4.4 (4.1–5.0)	4.5 (4.2–5.0)	4.6 (4.2–5.0)	.72
Social presence, median (IQR)	4.4 (4.0–4.9)	4.6 (4.3–4.9)	4.5 (4.3–4.9)	.40
Teaching presence, median (IQR)	4.5 (4.1–4.9)	4.7 (4.3–5.0)	4.6 (4.4–4.9)	.34

p values based on Kruskal–Wallis analysis of variance. IQR = interquartile range. Possible responses: 1 = not important at all, 2 = not important, 3 = neutral, 4 = important, and 5 = very important.

Figure 4. Participant responses to the survey item asking if telemedicine is an excellent medium for health-related education.

Note. Missing cases not shown; valid cases n = 195. Valid percentages are reported.