BACKGROUND Provision of stroke education to patients is a Centers for Medicare/Medicaid (CMS) requirement. However, little is known about retention of the educational content. METHODS Two pilot studies were conducted: Pilot A delivered CMS-required stroke education during hospitalization in a standardized manner and tested knowledge retention in patients returning to the Stroke Clinic for 1-month follow-up; Pilot B randomized patients to either a control group with standardized education or a test-enhanced learning group (target), with measurement of stroke knowledge retention at hospital discharge. RESULTS A total of 198 patients/caregivers participated in Pilot A, with only 25% scoring 100% correct on required stroke education items. The question most commonly answered incorrectly (n = 117; 59%) was "personal risk factors for stroke," and 74 (37%) could not correctly identify stroke signs and symptoms. Pilot B found that significantly more target group patients could identify their personal stroke risk factors (100 vs. 67%; p = 0.04) and the purpose of their secondary prevention medications (87 vs. 40%; p = 0.02) compared to controls. DISCUSSION While stroke education is required during hospitalization, its ability to produce retention may be poor. We propose study of test-enhanced learning methods through the Targeted Education in Stroke Trial (TEST) to examine the effect of novel teaching methods on patient/caregiver knowledge retention.

中文翻译：

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住院期间保留中风教育：提供所需教育是否会增加中风知识？

背景技术向患者提供卒中教育是医疗保险/医疗补助中心 (CMS) 的一项要求。然而，人们对保留教育内容知之甚少。方法 进行了两项试点研究： 试点 A 在住院期间以标准化方式提供 CMS 要求的卒中教育，并测试返回卒中诊所 1 个月随访的患者的知识保留；试点 B 将患者随机分配到具有标准化教育的对照组或测试增强学习组（目标），并在出院时测量卒中知识的保留情况。结果 共有 198 名患者/护理人员参加了试点 A，只有 25% 的患者在要求的中风教育项目上得分 100% 正确。最常回答错误的问题（n = 117；59%）是“中风的个人危险因素” 74 (37%) 人无法正确识别中风体征和症状。试点 B 发现，与对照组相比，明显更多的目标组患者能够识别他们的个人卒中风险因素（100 对 67%；p = 0.04）和二级预防药物的目的（87 对 40%；p = 0.02）。讨论 虽然住院期间需要进行卒中教育，但其产生保留的能力可能很差。我们建议通过中风试验中的针对性教育 (TEST) 研究测试增强学习方法，以检查新教学方法对患者/护理人员知识保留的影响。04) 及其二级预防药物的目的（87 对 40%；p = 0.02）与对照组相比。讨论 虽然住院期间需要进行卒中教育，但其产生保留的能力可能很差。我们建议通过中风试验中的针对性教育 (TEST) 研究测试增强学习方法，以检查新教学方法对患者/护理人员知识保留的影响。04) 及其二级预防药物的目的（87 对 40%；p = 0.02）与对照组相比。讨论 虽然住院期间需要进行卒中教育，但其产生保留的能力可能很差。我们建议通过中风试验中的针对性教育 (TEST) 研究测试增强学习方法，以检查新教学方法对患者/护理人员知识保留的影响。