Patient Perceptions of a Video-Based Educational Platform for Pulmonary Arterial Hypertension: A Qualitative Study of the SMART-PAH Course

Denise G. Sese, Purnadeo Persaud, Lauryn Durham, Kathleen Neuendorf, Logan J. Harper, Kristin B. Highland
https://doi.org/10.1002/pul2.70427

Abstract

Pulmonary arterial hypertension (PAH) is a chronic and progressive disease with substantial physiological and psychosocial burden. Effective patient education is essential for self-management and improved outcomes, yet access to reliable information remains limited by brief clinic visits and variable-quality external resources. Although video-assisted learning has been used in other chronic diseases, patient perceptions of video education in PAH have not been studied. To address this gap, we developed the SMART-PAH Library, a web-based learning management platform featuring 12 concise, expert-developed videos on key aspects of PAH management. This qualitative pilot explored patient perceptions, feasibility, and perceived impact of the SMART-PAH library. After completing the SMART-PAH course, 13 PAH patients participated in semi-structured virtual interviews exploring user experience, unmet educational needs, and the impact of the content on knowledge and self-management. Transcripts were analyzed iteratively by multiple reviewers using an inductive grounded theory-informed approach until thematic saturation was reached. Transcript analysis identified four domains in which patients sought support from a PAH-focused educational platform: emotional, physical, educational, and structural. Patients valued credible, relatable content, practical disease-management guidance, and education on under-addressed topics such as sexual health and palliative care. The platform helped address barriers including limited specialist access, financial complexity, and provider trust through accessible, repeatable reinforcement of clinical guidance. The SMART-PAH video library was perceived as a feasible and impactful approach to PAH education. Video-assisted learning can complement traditional PAH care by addressing informational gaps and supporting self-management. Larger studies are needed to evaluate effects on mental health, patient knowledge, and outcomes.

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