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Knowledge transfer and education
Concussion education and awareness support group: the value of a pilot clinical program as an essential Knowledge Transfer and Exchange (KTE) strategy
  1. Christine Provvidenza1,*,
  2. James Kissick2,
  3. Laura Purcell3,
  4. Karen Johnston4,5
  1. 1Cancer Care Ontario
  2. 2Ottawa Sport Medicine Centre
  3. 3David Braley Sport Medicine and Rehabilitation Centre, McMaster University
  4. 4Concussion Management Program, Athletic Edge Sports Medicine
  5. 5Division of Neurosurgery, University of Toronto

    Abstract

    Objective To pilot test a concussion education and support workshop as a Knowledge Transfer and Exchange (KTE) intervention for enhancing knowledge and education post-concussion.

    Design Prospective, pre-post design to pilot test a KTE intervention.

    Setting Sport Concussion Clinic patients and their parents.

    Subjects Five concussed athletes (4 males; 1 female) ages 10–39 years (mean=29±10 years) and their parents (N=4).

    Intervention An education presentation based on 2008 Concussion in Sport Meeting content (Zurich, Switzerland) consisting of case studies, discussion questions and a workbook.

    Outcome Measures A survey was designed to examine baseline and changes in concussion knowledge and attitudes, and was administered pre and post intervention. A workshop evaluation assessed preferred learning methods and workshop satisfaction.

    Results Knowledge improvements regarding the return-to-play protocol (RTP; 22%), when to RTP (11%) and start rehabilitation (45%) were seen. Knowledge gaps were associated with the role of CT/MRI and protective equipment. Athletes acknowledged the seriousness of concussion and felt relief that they were not alone. The workshop was considered a successful form of peer support for the athletes and overall support for the parents.

    Conclusions This intervention is a potentially effective KTE strategy for optimising concussion knowledge and education post-injury, and providing support throughout the concussion recovery process. Participants indicated they wanted to learn more about recovery techniques and coping, and would like to receive information electronically. The limited sample size reinforces the need to continue examining the role of such workshops using a larger group design. Establishing online peer support and education workshops in a webinar format would be an appropriate next step.

    Acknowledgements Alternative Funding Program Innovation Funds, Ontario Ministry of Health and Long-Term Care.

    Competing interests None.

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