Siekkinen, M., Pyrhonen, S., Ryhanen, A., Vahlberg, T., & Leino-Kilpi, H. (2015). Psychosocial outcomes of e-feedback of radiotherapy for breast cancer patients: A randomized controlled trial. Psycho-Oncology, 24, 515–522. 

To evaluate effects of an electronic-based educational program with knowledge feedback for patients undergoing radiation therapy

Patients scheduled to begin RT were randomized to receive either usual care and education (control group) or usual education and care along with the experimental program. Patients in the experimental group received a link to the program that delivered statements for patient response, demonstrating their knowledge of the general RT process, side effects, self-care, and lifestyle. Patients were given immediate feedback of their knowledge based on responses given to 28 statements. Usual care involved face-to-face education at the time of treatments. Study measures were obtained before beginning RT, after completion of RT, and three months later.

• N = 115
• MEAN AGE = 57.6 (range = 18-75)
• FEMALES: 100%
• KEY DISEASE CHARACTERISTICS: All had breast cancer. Significantly more in the intervention had lumpectomy rather than mastectomy
• OTHER KEY SAMPLE CHARACTERISTICS: More than half of the sample had some post-high school education. Eighty percent also were receiving chemotherapy

• SITE: Single site  
• SETTING TYPE: Outpatient  
• LOCATION: Finland

• PHASE OF CARE: Active antitumor treatment

• Single blind randomized, controlled trial

• State Trait Anxiety Inventory
• Functional Assessment of Cancer Therapy-Breast (FACT-B) for quality of life

Anxiety declined over time in both groups, and showed significant decline between baseline and measures at the end of RT.  Anxiety declined significantly in the experimental group from baseline to three months (p < 00001).  The decline in the control group was not significant, and there was no significant difference between groups.

The education feedback program may help to reduce anxiety in patients receiving radiation therapy, but was not more effective than usual care and education.

• Baseline sample/group differences of import
• Risk of bias (no blinding)

The provision of patient feedback regarding knowledge of treatment and aspects of self-care was delivered in this study via a Web-based program. This might be an effective way to reinforce patient education.