Hanafy Sara, Quilico Enrico, Haag Halina Lin, Khoo Yuelee Ben, Munce Sarah, Lindsay Sally, Colantonio Angela, Mollayeva Tatyana
Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada.
KITE-Toronto Rehabilitation Institute, University Health Network, Toronto, ON, Canada.
Front Rehabil Sci. 2023 Apr 26;4:1160850. doi: 10.3389/fresc.2023.1160850. eCollection 2023.
Traumatic brain injury (TBI) outcomes are dependent on patients' biological sex (e.g., hormone levels) and sociocultural gender (e.g., norms, responsibilities). Informal caregivers additionally experience disruptions to identity and roles post-TBI. However, information on this topic remains largely unavailable to patients and caregivers.
This study aimed to determine the effectiveness of a one-time educational intervention on sex and gender influences in TBI for patients and informal caregivers.
We conducted a pilot pre-test/post-test randomized control-group design study. Groups (i.e., passive, active and control) consisted a total of 16 persons with TBI and caregivers (75% persons with TBI, 63% women). Individual and group learning gains, and group-average normalized gain, were computed for three learning domains: knowledge, attitude, and skill. An intervention with an average normalized gain of ≥30% was considered effective. Educational intervention evaluation and qualitative comments post-participation were summarized.
The passive group demonstrated the highest average normalized gain across the three learning domains, including 100% for knowledge, 40% and 61% for attitude, and 37% for skill. The remaining groups did not reach an average normalized gain of ≥30%, except for the attitude domain of the control group (33% and 32%). Two key categories were identified qualitatively: (1) gendered self-expectations post-injury and (2) implications of gender stereotypes in rehabilitation, including the need for rehabilitation treatment to look beyond sex and gender. The post-participation educational session evaluation conveyed high appraisal of content, organization, and usability of the intervention.
A one-time passive educational intervention on sex and gender in TBI may improve knowledge, attitude, and skill on the topic of sex and gender among adults with TBI and caregivers. Obtaining knowledge and skill on sex and gender effects in TBI can potentially help persons with TBI and caregivers adapt to changes in roles and behaviours post-injury.
创伤性脑损伤（TBI）的预后取决于患者的生物学性别（如激素水平）和社会文化性别（如规范、责任）。非正式照料者在创伤性脑损伤后还会经历身份和角色的混乱。然而，患者和照料者在很大程度上仍无法获取有关这一主题的信息。
本研究旨在确定一次性教育干预对创伤性脑损伤患者及非正式照料者在性别影响方面的有效性。
我们进行了一项试点前测/后测随机对照设计研究。各小组（即被动组、主动组和对照组）共有16名创伤性脑损伤患者及照料者（75%为创伤性脑损伤患者，63%为女性）。针对知识、态度和技能三个学习领域计算了个体和小组的学习收获以及小组平均标准化增益。平均标准化增益≥30%的干预被视为有效。总结了教育干预评估及参与后的定性评论。
被动组在三个学习领域的平均标准化增益最高，知识领域为100%，态度领域为40%和61%，技能领域为37%。除对照组态度领域（分别为33%和32%）外，其余小组未达到平均标准化增益≥30%。定性确定了两个关键类别：（1）受伤后的性别化自我期望；（2）性别刻板印象在康复中的影响，包括康复治疗需要超越性别。参与后的教育课程评估对干预的内容、组织和实用性给予了高度评价。
针对创伤性脑损伤患者及照料者开展的一次性关于性别问题的被动教育干预可能会提高他们在性别主题方面的知识、态度和技能。了解创伤性脑损伤中性别影响的知识和技能可能有助于创伤性脑损伤患者及照料者适应受伤后的角色和行为变化。
