Cusimano Michael D, Zhang Stanley, Topolovec-Vranic Jane, Grosso Ashley, Jing Rowan, Ilie Gabriela
Division of Neurosurgery, St. Michael's Hospital, Toronto, ON, Canada.
Faculty of Medicine and the Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada.
Front Neurol. 2018 Nov 2;9:872. doi: 10.3389/fneur.2018.00872. eCollection 2018.
The goal of this research was to assess the effectiveness of available concussion educational resources in Canada, the means used to disseminate this knowledge and the impact of these educational resources on players' concussion prevention knowledge. We assessed concussion knowledge before and after exposure to one or more of 19 resources introduced through a national program aimed to increase awareness and knowledge of concussion. The effectiveness of the mode of delivery was measured by changes in concussion knowledge scores (CKS) between pre and pro scores. Concussion knowledge scores (CKS) were calculated for pre- and post- exposure to concussion educational resources and used as a measure of both, the effectiveness of each resource as well as the effectiveness of the delivery method. The effectiveness of each educational resource was also measured by the respondents' rating of each concussion educational resource. Respondents in post-survey had higher CKS than those in pre-survey. Two out of the 19 newly developed concussion educational resources were effective in improving the resource users' CKS. Linear regression showed that using more resources further increased CKS. Four out of six modes of delivery enhanced respondents' concussion knowledge. Our findings demonstrate that the newly developed Canadian concussion educational resources were effective at improving users' concussion knowledge. Our data demonstrates that using three or more resources further enhanced the users' concussion knowledge. Future research, however, is critical to assess whether concussion prevention knowledge is sufficient to reduce injuries and factors influencing it.
本研究的目的是评估加拿大现有的脑震荡教育资源的有效性、传播这些知识所采用的方式以及这些教育资源对运动员脑震荡预防知识的影响。我们在接触通过一项旨在提高对脑震荡的认识和知识的全国性计划引入的19种资源中的一种或多种之前和之后，评估了脑震荡知识。通过前后得分之间脑震荡知识得分（CKS）的变化来衡量传播方式的有效性。在接触脑震荡教育资源之前和之后计算脑震荡知识得分（CKS），并将其用作衡量每种资源的有效性以及传播方法有效性的指标。每种教育资源的有效性还通过受访者对每种脑震荡教育资源的评分来衡量。调查后的受访者的CKS高于调查前的受访者。19种新开发的脑震荡教育资源中有两种在提高资源使用者的CKS方面是有效的。线性回归表明，使用更多资源会进一步提高CKS。六种传播方式中有四种增强了受访者的脑震荡知识。我们的研究结果表明，新开发的加拿大脑震荡教育资源在提高使用者的脑震荡知识方面是有效的。我们的数据表明，使用三种或更多资源会进一步增强使用者的脑震荡知识。然而，未来的研究对于评估脑震荡预防知识是否足以减少伤害以及影响它的因素至关重要。
