1086 Literacy Profile of Digital Education on Positive Airway Pressure Interventions Generated by Machine Learning

Abstract

Abstract Introduction Sleep apnea affects over 30 million individuals in the United States and contributes to a multitude of comorbidities among patients. Let alone, there has been a bibliometric increase in clinical research development on understanding and innovating the treatment of sleep apnea. One of the most common sleep interventions is using positive airway pressure (PAP) devices which play a key role in maintaining the oxygen saturation of a patient during sleep. As these devices continue to be used among individuals, it is imperative to ensure patients receive appropriate education on the management of these devices. However, few clinical studies have evaluated the quality of the most commonly used digital educational materials that are designated to specifically answer questions asked by patients regarding PAP devices. This study aimed to evaluate the comprehension and readability of digital patient education materials regarding PAP modalities. Methods To address the primary objective of this study, a cross-sectional methodology was employed. It extracted the most frequently asked questions from the Google RankBrain machine learning algorithm and each associated educational article regarding continuous positive airway pressure (CPAP) and bilevel positive airway pressure (BiPAP) devices. Following, two independent raters evaluated questions for JAMA Benchmark Criteria and Rothwell’s Classification of Questions. Additionally, these raters also utilized the Flesh Reading Ease scale and Brief DISCERN for each article to evaluate the quality, readability, and understanding of each educational material. Results This study extracted the first 200 frequently asked questions and educational articles on CPAP and BiPAP devices using the algorithm. Rothwell’s Classification revealed 93.0% of questions were classified as “Fact” (n= 186). Within this cohort, digital patient education materials that met grade-reading level recommendations (Flesh Reading Ease ≥ 60) were found in a tighter distribution for CPAP vs. BiPAP. Brief DISCERN scores were not found to be statistically significantly associated with Flesh Reading Ease when scores met grade-reading level recommendations (p = 0.13). Conclusion The findings of this study indicate that a majority of education materials on PAP devices do not meet US grade-reading level recommendations. These results encourage healthcare providers and educators to integrate techniques that improve healthcare literacy regarding PAP modalities. Support (if any) None

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