Department of Physiatry, Hospital for Special Surgery, New York, New York.
Brain Injury Program, Kessler Institute for Rehabilitation, West Orange, New Jersey.
PM R. 2019 Oct;11(10):1107-1114. doi: 10.1002/pmrj.12120. Epub 2019 Jun 7.
Coaches, athletic trainers (ATCs), and parents/guardians (parents) are important contributors to the proper identification and management of concussions in student-athletes. However, there are limited studies on the identification of concussion knowledge gaps that will help inform educational efforts and improve concussion outcomes in these groups.
To identify gaps and factors influencing concussion knowledge for high school athletics.
Survey.
Public, private, and recreational leagues in New Jersey.
41 coaches, 34 ATCs, and 65 parents of high school student-athletes.
A 17-item online survey examining concussion knowledge was distributed to coaches, ATCs, and parents. Analyses included ANOVA for between-group comparisons of continuous variables and Pearson's correlations for categorical data.
Demographics, concussion knowledge, application of knowledge, access to educational materials, and confidence in the ability to identify concussions.
Significant between-group differences were found for overall knowledge (F[2137] = 11.0, P < .001), factual knowledge (F[2137] = 8.7, P < .001), and application of knowledge (F[2137] = 3.5, P = .03), with parents scoring lower. Coaches, ATCs, and parents had gaps in factual knowledge of baseline testing scores and identification regarding symptom severity. More coaches (73.2%) and ATCs (97.1%) felt confident in concussion knowledge compared with parents (31.3%; P < .001). All groups thought mandatory education, new law, and guidelines were positive in promoting better care of student-athletes.
Knowledge gaps were identified in all groups. Educational programs for these groups should consider including targeted techniques, including vignettes, to illustrate application of concussion knowledge.
III.
教练、运动训练师（ATC）和家长/监护人（家长）是学生运动员中正确识别和管理脑震荡的重要贡献者。然而，关于识别脑震荡知识差距的研究有限，这些差距将有助于为这些群体提供教育，并改善脑震荡的结果。
确定高中运动项目中脑震荡知识的差距和影响因素。
调查。
新泽西州的公立、私立和娱乐联盟。
41 名教练、34 名 ATC 和 65 名高中生运动员的家长。
向教练、ATC 和家长分发了一份包含 17 个项目的在线调查，以检查脑震荡知识。分析包括连续变量的方差分析和分类数据的 Pearson 相关性。
人口统计学资料、脑震荡知识、知识应用、获取教育材料的途径以及识别脑震荡的能力。
在总体知识（F[2137] = 11.0，P < .001）、事实知识（F[2137] = 8.7，P < .001）和知识应用（F[2137] = 3.5，P = .03）方面，各组之间存在显著差异，家长的得分较低。教练、ATC 和家长在基线测试成绩和症状严重程度的识别方面存在事实知识的差距。与家长（31.3%；P < .001）相比，更多的教练（73.2%）和 ATC（97.1%）对脑震荡知识有信心。所有组都认为强制性教育、新法律和准则在促进更好地照顾学生运动员方面是积极的。
在所有组中都发现了知识差距。这些群体的教育计划应考虑包括有针对性的技术，包括情景模拟，以说明脑震荡知识的应用。
III。
