Effectiveness of an Educational Intervention on Reducing Misconceptions Among Ethnic Minorities With Complicated Mild to Severe Traumatic Brain Injury

Details

• Alternative Title:
  Arch Phys Med Rehabil
• Personal Author:
  Pappadis, Monique R. ; Sander, Angelle M. ; Łukaszewska, Beata ; Struchen, Margaret A. ; Leung, Patrick ; Smith, Dennis W.
• Description:
  Objective
  
  To evaluate the effectiveness of an educational intervention designed to reduce traumatic brain injury (TBI)–related misconceptions among blacks and Latinos with complicated mild to severe TBI.
  
  Design
  
  Randomized controlled trial with masked 1-month follow-up.
  
  Setting
  
  Community.
  
  Participants
  
  Persons (N = 52) with complicated mild to severe TBI (mean best day 1 Glasgow Coma Scale score, 11.27±3.89) were randomly recruited from 141 eligible participants (mean age, 37.71±13.88y; age range, 19–66y; mean months postinjury, 24.69±11.50); 25 participants (48.1%) of participants were black and 27 (51.9%) were Hispanic/Latino. Of the Hispanic/Latino participants, 18 (66.7%) were non-U.S. born and 12 (44.4%) spoke Spanish as their primary language. Twenty-seven individuals were randomized to the educational intervention group and 25 were randomized to the wait-list control group.
  
  Interventions
  
  Single-session educational intervention with written materials provided in English or Spanish.
  
  Main Outcome Measures
  
  Forty-item Common Misconceptions about Traumatic Brain Injury Questionnaire administered at baseline and 1-month follow-up.
  
  Results
  
  After controlling for ethnic and language differences, a significant between-group main effect (P = .010) and a significant time-group interaction for the Common Misconceptions about Traumatic Brain Injury Questionnaire were noted (Wilks Λ = .89; F1,46 = 6.00; P = .02). The intervention group showed a decrease in TBI misconception percentages, whereas the wait-list control group maintained similar percentages. At 1-month follow-up, the wait-list control group reported more misconceptions than did the intervention group (P = .019).
  
  Conclusions
  
  An educational intervention developed to address the recovery process, common symptoms, and ways to handle the symptoms provides promise as a tool to decrease TBI misconceptions among persons from ethnically and educationally diverse backgrounds. The effects of therapist characteristics and the client-therapist relation on outcomes should be further explored.
  
  
• Subjects:
  Adult Aged Brain Injuries, Traumatic Female Follow-Up Studies Hispanic Or Latino Humans Male Middle Aged Patient Education As Topic Surveys And Questionnaires

  More +
• Source:
  Arch Phys Med Rehabil. 98(4):751-758.
• Pubmed ID:
  28007444
• Pubmed Central ID:
  PMC5812739
• Document Type:
  Journal Article
• Funding:
  P30 AG024832/AG/NIA NIH HHS/United States ; R24 HS022134/HS/AHRQ HHS/United States ; U48 DP000028/DP/NCCDPHP CDC HHS/United States ; U48 DP000060/DP/NCCDPHP CDC HHS/United States
• Volume:
  98
• Issue:
  4
• Collection(s):
  CDC Public Access
• Main Document Checksum:
  urn:sha256:bed54f88a1762c595d1059a090db866bdc89451a5088932fe6c4e883db078267
• Download URL:
  https://stacks.cdc.gov/view/cdc/51833/cdc_51833_DS1.pdf
• File Type:
  [PDF - 609.70 KB ]