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Introduction: The bladder diary (BD) is a widely used diagnostic instrument. Its correct completion is essential for obtaining a reliable clinical impression. Previous studies reported problems with correctly completing the BD. This qualitative study investigated whether an animated fill-in instruction improves comprehension compared with a textual fill-in instruction. Material and methods: Adults assessed either a BD with the regular textual fill-in instruction (TBD) or a BD with an animated fill-in instruction (ABD). The thinking-aloud method and interviews were used. Predefined items were scored. Results: ABD participants had a better understanding of the BD than the TBD participants, especially participants with low levels of education. They scored better in naming micturition, fluid intake, incontinence and urge. Non-native speakers appreciated the visual support. Conclusion: Textual fill-in instructions for bladder diaries are difficult to understand for participants of all education levels because of terminology and layout. Animated fill-in instructions improve comprehension and completion quality and provide more reliable information. [ABSTRACT FROM AUTHOR]

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Copyright of TSG: Tijdschrift Voor Gezondheidswetenschappen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)