Cziner Michael J, Park Daniel E, Hamdy Rana F, Rogers Laura, Turner Monique M, Liu Cindy M
Antibiotic Resistance Action Center, Department of Environmental and Occupational Health, Milken Institute School of Public Health, George Washington University, Washington, DC, USA.
Department of Epidemiology, New York University School of Global Public Health, New York, NY, USA.
Antimicrob Steward Healthc Epidemiol. 2025 Jan 6;5(1):e1. doi: 10.1017/ash.2024.475. eCollection 2025.
Successfully educating urgent care patients on appropriate use and risks of antibiotics can be challenging. We assessed the conscious and subconscious impact various educational materials (informational handout, priming poster, and commitment poster) had on urgent care patients' knowledge and expectations regarding antibiotics.
Stratified Block Randomized Control Trial.
Urgent care centers (UCCs) in Colorado, Florida, Georgia, and New Jersey.
Urgent care patients.
We randomized 29 UCCs across six study arms to display specific educational materials (informational handout, priming poster, and commitment poster). The primary intention-to-treat (ITT) analysis evaluated whether the materials impacted patient knowledge or expectations of antibiotic prescribing by assigned study arm. The secondary as-treated analysis evaluated the same outcome comparing patients who recalled seeing the assigned educational material and patients who either did not recall seeing an assigned material or were in the control arm.
Twenty-seven centers returned 2,919 questionnaires across six study arms. Only 27.2% of participants in the intervention arms recalled seeing any educational materials. In our primary ITT analysis, no difference in knowledge or expectations of antibiotic prescribing was noted between groups. However, in the as-treated analysis, the handout and commitment poster were associated with higher antibiotic knowledge scores.
Educational materials in UCCs are associated with increased antibiotic-related knowledge among patients when they are seen and recalled; however, most patients do not recall passively displayed materials. More emphasis should be placed on creating and drawing attention to memorable patient educational materials.
成功地向紧急护理患者传授抗生素的正确使用方法和风险具有挑战性。我们评估了各种教育材料（信息手册、启动海报和承诺海报）对紧急护理患者关于抗生素的知识和期望的有意识和潜意识影响。
分层区组随机对照试验。
科罗拉多州、佛罗里达州、佐治亚州和新泽西州的紧急护理中心。
紧急护理患者。
我们将29个紧急护理中心随机分为六个研究组，以展示特定的教育材料（信息手册、启动海报和承诺海报）。主要的意向性治疗（ITT）分析评估了这些材料是否通过指定的研究组影响患者对抗生素处方的知识或期望。次要的实际治疗分析评估了相同的结果，比较了回忆起看过指定教育材料的患者和未回忆起看过指定材料或在对照组的患者。
27个中心在六个研究组中返回了2919份问卷。干预组中只有27.2%的参与者回忆起看过任何教育材料。在我们的主要ITT分析中，各组之间在抗生素处方的知识或期望方面没有差异。然而，在实际治疗分析中，手册和承诺海报与更高的抗生素知识得分相关。
紧急护理中心的教育材料在患者看到并回忆起时与患者抗生素相关知识的增加有关；然而，大多数患者没有回忆起被动展示的材料。应更加重视创建和吸引人们注意令人难忘的患者教育材料。
