Psychosocial Effects of Remote Reading with Telephone Support versus In-Person Health Education for Diverse, Older Adults

• Type of Material: Article
• Authors: Anjali R. Shah, Emory University; Liang Ni, Emory University; Allison A. Bay, Emory University; Ariel R. Hart, University of Georgia; Molly Perkins, Emory University; Madeleine Hackney, Emory University
• Language: English
• Date: 2022-09-14
• Publisher: SAGE PUBLICATIONS INC
• Publication Version: Final Published Version
• Copyright Statement: © The Author(s) 2022
• Final Published Version (URL): http://dx.doi.org/10.1177/07334648221127014
• Title of Journal or Parent Work: JOURNAL OF APPLIED GERONTOLOGY
• Start Page: 7334648221127014
• End Page: 7334648221127014
• Grant/Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Partial financial support was received from the Patient-Centered Outcomes Research Institute (PCORI) Award (1099-EU), the National Parkinson Foundation (NPF) Community Grant (A-01), and the Parkinson’s Foundation Grant (PF-PLA-1706).
• Keywords: ONLINE; Life Sciences & Biomedicine; health education; telehealth; COVID-19; Gerontology; Geriatrics & Gerontology; Science & Technology; psychosocial wellness; cognition; MOBILITY
• Research Categories: Biology, Virology; Gerontology; Health Sciences, Public Health

Abstract

This study evaluated initial information about psychosocial differences of 130 diverse, older adults (M age: 70.8 ± 9.2 years) who received a “low-tech” remote (independent reading with telephone support) or in-person education through DREAMS (Developing a Research Participation Enhancement and Advocacy Training Program for Diverse Seniors) health seminar series. Outcomes on measures of depression, quality of life, and spatial extent of lifestyle of 115 completers were analyzed at baseline, immediately post-intervention, and 8-week follow-up. Adjusted at baseline, psychosocial outcomes were compared between groups at post-test and 8-week follow-up using adjusted mean differences. Post-participation, compared to remote participants, in-person participants had significantly lower depression on Beck Depression Inventory-II, Geriatric Depression Scale, and significantly higher mental quality of life on Short Form-12. This study links knowledge acquisition via in-person learning with decreased stress, depression, and increased quality of life among seniors. Identifying effective educational delivery methods may increase clinical research involvement for aging communities.