青少年脑震荡认知培训工具：对脑震荡知识、信念及报告意愿的影响

Concussion Awareness Training Tool for Youth: Impact on Concussion Knowledge, Beliefs, and Reporting Intentions.

作者信息

Shepherd Heather A, Galarneau Jean-Michel, Neill Matthew, Karmali Shazya, Turcotte Kate, Williamson Rylen A, Cowle Stephanie, Macpherson Alison, Reed Nick, Schneider Kathryn J, Belton Kathy L, Gagnon Isabelle, Black Amanda M, Emery Carolyn A, Babul Shelina

机构信息

The Sport Injury Prevention Research Centre, University of Calgary, Calgary, Alberta, Canada.

BC Injury Research and Prevention Unit, BC Children's Hospital, Vancouver, British Columbia, Canada.

出版信息

Health Educ Behav. 2025 Feb;52(1):17-27. doi: 10.1177/10901981241263577. Epub 2024 Aug 13.

DOI:10.1177/10901981241263577

PMID:39138808

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11771082/

Abstract

BACKGROUND

Concussion education is recommended to increase concussion knowledge, beliefs, and reporting intentions. The Concussion Awareness Training Tool for Youth (CATT-Youth) is a 40-minute e-Learning module developed for high school-aged youth.

AIM

The aim of the study was to evaluate changes in concussion knowledge, beliefs, and reporting intentions in high school youth from Calgary, Canada, following completion of the CATT-Youth.

METHODS

This study used a modified stepped-wedge trial design. High school classes were randomly assigned to an intervention (Ix) or delayed intervention (DIx) group. Ix group participants completed a pre-CATT survey immediately followed by the CATT-Youth, then a post-CATT survey 2 to 6 weeks later. DIx group participants completed two pre-CATT surveys 2 to 6 weeks apart, with the CATT-Youth completed immediately following the second pre-CATT, then a post-CATT survey 2 to 6 weeks later. The pre-/post-CATT survey encompassed 11 subtests evaluating concussion knowledge, beliefs, and reporting intentions. Independent mixed linear regression models were conducted to examine changes in scores for each subtest.

RESULTS

Participants included 454 high school students: five Ix schools (16 classes, = 323) and two DIx schools (six classes, = 131). The CATT-Youth significantly increased general concussion knowledge, Ix δ = 0.546/8 (95% confidence interval [CI] = [0.243, 0.849]), DIx δ = 0.728/8 (95% CI = [0.389, 1.106]), and beliefs about capabilities, Ix δ = 2.462/28 (95% CI = [1.086, 3.838]), DIx δ = 3.219/28 (95% CI = [1.594, 4.844]) for both groups. For some subtests, improvements were noted in the DIx group only.

CONCLUSION

The CATT-Youth module improved concussion knowledge and beliefs about capabilities for students in both groups. Future studies should explore the utility of the CATT-Youth in changing knowledge, beliefs, and reporting intentions in high school students.

摘要

背景

推荐进行脑震荡教育以增加脑震荡知识、认知及报告意愿。青少年脑震荡认知培训工具（CATT-Youth）是一个为高中生开发的40分钟在线学习模块。

目的

本研究的目的是评估加拿大卡尔加里市高中生完成CATT-Youth后在脑震荡知识、认知及报告意愿方面的变化。

方法

本研究采用改良的阶梯楔形试验设计。高中班级被随机分配到干预组（Ix）或延迟干预组（DIx）。Ix组参与者在完成CATT前调查后立即进行CATT-Youth学习，然后在2至6周后进行CATT后调查。DIx组参与者在相隔2至6周的时间内完成两次CATT前调查，在第二次CATT前调查后立即进行CATT-Youth学习，然后在2至6周后进行CATT后调查。CATT前/后调查包括11个评估脑震荡知识、认知及报告意愿的子测试。采用独立混合线性回归模型检查每个子测试分数的变化。

结果

参与者包括454名高中生：5所Ix学校（16个班级，n = 323）和2所DIx学校（6个班级, n = 131）。CATT-Youth显著提高了两组的一般脑震荡知识，Ix组δ = 0.546/8（95%置信区间[CI] = [0.243, 0.849]），DIx组δ = 0.728/8（95% CI = [0.389, 1.106]），以及关于能力的认知，Ix组δ = 2.462/28（95% CI = [1.086, 3.838]），DIx组δ = 3.219/28（95% CI = [1.594, 4.844]）。对于一些子测试，仅在DIx组中观察到改善。