Didactical characteristics of Dutch websites about kidney transplantation targeted for kidney patients and living donors: An exploratory study

Abstract

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.

Keywords: Health communication; Kidney transplantation; Patient education; Social-epistemological dimensions; Teaching modes; Websites; eHealth literacy.

Fig. 1

Teaching Approach Framework of Arbaugh and Benbunan-Fich (2006), containing the four combinations of social and epistemological dimensions: Objectivist-Individual, Objectivist-Group, Constructivist-Individual, and Constructivist-Group [28].

Fig. 2

Website exclusion flowchart.

Fig. 3

Number of listed content topics per websites, classified as ‘cause and treatment options for kidney patients’, ‘kidney transplant options and preparatory examination’, ‘operation and hospital stay’, ‘life after kidney transplantation’, and ‘contact with others’.

Fig. 4

Categorization of teaching modes (N = 16) into social-epistemological dimensions according to the Teaching Approach Framework of Arbaugh and Benbunan-Fich [28].