Noble James M, Hedmann Monique G, Williams Olajide
Department of Neurology, Columbia University Medical Center, New York, NY, USA Hip Hop Public Health Research Center of Columbia University Medical Center and Harlem Hospital Center, New York, NY, USA Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Columbia University, New York, NY, USA
Department of Neurology, Columbia University Medical Center, New York, NY, USA Hip Hop Public Health Research Center of Columbia University Medical Center and Harlem Hospital Center, New York, NY, USA.
Health Educ Behav. 2015 Feb;42(1):73-83. doi: 10.1177/1090198114537063. Epub 2014 Jun 3.
Dementia health literacy is low among the public and likely poses a significant barrier to Alzheimer's disease (AD) symptom recognition and treatment, particularly among minority populations already facing higher AD burden. We evaluated the pilot phase of a novel AD health education program, Old SCHOOL (Seniors Can Have Optimal Aging and Ongoing Longevity) Hip-Hop (OSHH), which is designed to enable children to be AD health educational conduits in the home ("child-mediated health communication").
OSHH applied our stroke-validated model of engaging, dynamic, and age- and culturally appropriate curriculum delivered to elementary school-age children (fourth/fifth grades, ages 9-11 years). We assessed AD knowledge among the children at baseline, immediately following the intervention (1-hour program delivered daily over 3 consecutive days), and 3 months later. For key AD symptoms, we developed the FLOW mnemonic (forget, lose, overlook, write/wander); students were additionally taught action plans for recognized symptoms.
Seventy-five students completed baseline assessments, and 68 completed posttesting. AD symptoms in FLOW were not well known at baseline (individually ranging from 16% to 71% correct) but were highly learned after 3 days (89% to 98% correct) and retained well after 3 months (80% to 95% correct, p ≤ .01 for all comparisons vs. baseline). AD localization, including its effect on memory and the hippocampus, was also highly learned and retained (p < .001). Eighteen students (24%) reported having a close friend/family member with AD.
This study suggests our hip-hop health education model may be an effective method to improve AD health literacy.
公众对痴呆症的健康素养较低，这可能对阿尔茨海默病（AD）的症状识别和治疗构成重大障碍，尤其是在已经面临更高AD负担的少数族裔人群中。我们评估了一项新型AD健康教育项目“老派学校（老年人可实现最佳衰老和持续长寿）嘻哈（OSHH）”的试点阶段，该项目旨在使儿童成为家庭中的AD健康教育传播者（“儿童介导的健康沟通”）。
OSHH应用了我们经过中风验证的参与性、动态性、适合年龄和文化的课程模式，该课程面向小学适龄儿童（四年级/五年级，9 - 11岁）。我们在基线、干预后立即（连续3天每天进行1小时的课程）以及3个月后评估了儿童的AD知识。对于关键的AD症状，我们开发了FLOW助记法（忘记、丢失、忽略、书写/徘徊）；还向学生传授了针对已识别症状的行动计划。
75名学生完成了基线评估，68名完成了测试后评估。FLOW中的AD症状在基线时并不广为人知（单个症状的正确识别率从16%到71%不等），但在3天后得到了很好的学习（正确识别率为89%至98%），并且在3个月后保持良好（正确识别率为80%至95%，与基线相比，所有比较的p≤0.01）。AD的定位，包括其对记忆和海马体的影响，也得到了很好的学习和保持（p < 0.001）。18名学生（占24%）报告称有亲密的朋友/家庭成员患有AD。
本研究表明，我们的嘻哈健康教育模式可能是提高AD健康素养的有效方法。
