Annales de dermatologie et de venereologie · 2026
Therapeutic patient education through digital technology: Recommendations for paediatrics and dermatology.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
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Ошибки и ограничения
История · было → стало
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Dufresne H, Godot C, Mashiah J, Dimarcq S, Bodemer C, Hadj-Rabia S
Аннотация
BACKGROUND: Therapeutic patient education (TPE) in pediatrics is part of the healthcare pathway, from diagnosis in childhood to adulthood. The COVID-19 pandemic accelerated the development of digital TPE. The framework for digital TPE (e-TPE) remains to be defined.
OBJECTIVES: Suggest key points for organizing and running e-TPE programs.
PATIENTS AND METHODS: A monocentric prospective study was conducted in adolescents with a chronic skin disease, as well as their parents and healthcare professionals participating in an e-TPE program. Participants answered open questions either during a one-on-one session (patients and parents) or via a questionnaire (healthcare professionals).
RESULTS: Twenty-three parents were included: eleven adolescents and sixteen healthcare professionals. Parents, patients, and healthcare professionals showed a preference for remote TPE sessions. The familiar home environment facilitates the learning process. However, professional access to privacy can be a source of discomfort. The technical aspect presents a major obstacle for both healthcare professionals and parents.
DISCUSSION AND CONCLUSION: Access to TPE is enhanced by e-tools, which facilitate the participation of parents, expert patient partners, associations, and other professionals. Travel costs and possible scheduling conflicts are easily overcome, further harmonizing care. In this way, remote TPE sessions should enhance the development of the city-hospital network. Importantly, participant age is a key point in terms of screen time (age < 6 years), concentration/remobilization in front of a computer screen (age < 10 years), technical difficulties, and digital illiteracy (across the entire population). Confidentiality, parental information, and invasion of privacy must be considered.
OBJECTIVES: Suggest key points for organizing and running e-TPE programs.
PATIENTS AND METHODS: A monocentric prospective study was conducted in adolescents with a chronic skin disease, as well as their parents and healthcare professionals participating in an e-TPE program. Participants answered open questions either during a one-on-one session (patients and parents) or via a questionnaire (healthcare professionals).
RESULTS: Twenty-three parents were included: eleven adolescents and sixteen healthcare professionals. Parents, patients, and healthcare professionals showed a preference for remote TPE sessions. The familiar home environment facilitates the learning process. However, professional access to privacy can be a source of discomfort. The technical aspect presents a major obstacle for both healthcare professionals and parents.
DISCUSSION AND CONCLUSION: Access to TPE is enhanced by e-tools, which facilitate the participation of parents, expert patient partners, associations, and other professionals. Travel costs and possible scheduling conflicts are easily overcome, further harmonizing care. In this way, remote TPE sessions should enhance the development of the city-hospital network. Importantly, participant age is a key point in terms of screen time (age < 6 years), concentration/remobilization in front of a computer screen (age < 10 years), technical difficulties, and digital illiteracy (across the entire population). Confidentiality, parental information, and invasion of privacy must be considered.