TY - JOUR
T1 - Didactical characteristics of Dutch websites about kidney transplantation targeted for kidney patients and living donors
T2 - An exploratory study
AU - van Klaveren, Charlotte W.
AU - de Jong, Peter G.M.
AU - Hendriks, Renée A.
AU - Luk, Franka
AU - de Vries, Aiko P.J.
AU - van der Boog, Paul J.M.
AU - Rabelink, A. J.
AU - Reinders, Marlies E.J.
N1 - Publisher Copyright: © 2022 The Authors
PY - 2022/12
Y1 - 2022/12
N2 - Objective: The aim was to explore the origin, content topics, teaching modes (instruction, interaction, and assessment), and corresponding social-epistemological dimensions (choices in knowledge transfer vs. knowledge building, and individual vs. group learning) of web-based information on kidney transplantation targeted for patients and living donors. Methods: Dutch websites on kidney transplantation were retrieved using the search engine Google.nl. From 24 websites, 250 webpages were examined on origin, content topics, teaching modes, and corresponding social-epistemological dimensions. Results: The majority of the websites had a professional organization as origin (20/24). The number and distribution of content topics varied among the websites. Of the 16 different teaching modes found, 11 were instructional, 4 were interactional, and 1 assessment mode was found. The websites offered almost exclusively teaching modes on individual and passive learning, whereas group learning and interactive knowledge building was hardly encountered. Conclusion: The diversity in teaching modes and social-epistemological dimensions of Dutch websites on kidney transplantation targeted for patients and living donors is limited. The websites only provided a partial view on kidney transplantation; information regarding contact with others, e.g. support, was limited. A more balanced availability of teaching approaches and content topics is desirable to fit with the didactical goals to make well-considered health decisions.
AB - Objective: The aim was to explore the origin, content topics, teaching modes (instruction, interaction, and assessment), and corresponding social-epistemological dimensions (choices in knowledge transfer vs. knowledge building, and individual vs. group learning) of web-based information on kidney transplantation targeted for patients and living donors. Methods: Dutch websites on kidney transplantation were retrieved using the search engine Google.nl. From 24 websites, 250 webpages were examined on origin, content topics, teaching modes, and corresponding social-epistemological dimensions. Results: The majority of the websites had a professional organization as origin (20/24). The number and distribution of content topics varied among the websites. Of the 16 different teaching modes found, 11 were instructional, 4 were interactional, and 1 assessment mode was found. The websites offered almost exclusively teaching modes on individual and passive learning, whereas group learning and interactive knowledge building was hardly encountered. Conclusion: The diversity in teaching modes and social-epistemological dimensions of Dutch websites on kidney transplantation targeted for patients and living donors is limited. The websites only provided a partial view on kidney transplantation; information regarding contact with others, e.g. support, was limited. A more balanced availability of teaching approaches and content topics is desirable to fit with the didactical goals to make well-considered health decisions.
UR - http://www.scopus.com/inward/record.url?scp=85152898907&partnerID=8YFLogxK
U2 - 10.1016/j.pecinn.2022.100026
DO - 10.1016/j.pecinn.2022.100026
M3 - Article
AN - SCOPUS:85152898907
SN - 2772-6282
VL - 1
JO - PEC Innovation
JF - PEC Innovation
M1 - 100026
ER -
