Abstract WP92: Developing A Culturally Competent Stroke Education Curriculum For Marginalized Asian Americans To Improve Health Disparities In West Michigan

Abstract

Introduction: The presence of health disparities and poor health outcomes in minority groups in the United States is well described. Compared to the white patients, Asian American minorities and subgroups have more severe ischemic strokes, are less likely to receive thrombolytics with more hemorrhagic complications after administration, and experience worse functional outcomes. With this in mind, our team developed an educational community outreach program to address stroke knowledge gaps and promote health equity in local Asian American marginalized subgroups. Methods: A culturally competent stroke curriculum was developed and modified (e.g., translated) to fit each population. A series of community-level interventions have been performed to date (two sessions; 35 participants). Pre- and post-test data were collected related to stroke knowledge to assess the effectiveness of the intervention. Feedback from each session was used to make improvements for the next. Results: Feedback from each session was positive. Post-test data showed significant (p<0.001) improvements in ability to identify symptoms of stroke including weakness (20% vs 54.3%), speech changes (2.9% vs 65.7%), vision changes (2.9% vs 60%), and facial droop (8.6% vs. 65.7%), as well as risk factors for stroke including hypertension (14.3% vs 80%), sedentary lifestyle (2.9% vs 65.7%), hyperlipidemia (2.9% vs 77.1%), and diabetes (2.9% vs 54.3%). Participants showed improvements in recognizing the need for urgent medical attention when a stroke is suspected (11.4% vs 88.6%). Conclusions: Immediate improvements in stroke knowledge and awareness were seen following our community-level educational interventions. Sessions were positively received. Future education sessions and assessment of long-term retention are planned.