Predictors and Moderators of Educational Interventions to Increase the Likelihood of Potential Living Donors for Black Patients Awaiting Kidney Transplantation.

Abstract

Our aim was to identify predictors and moderators of the effects of a house calls (HC) educational intervention, relative to a group-based (GB) intervention and to individual counseling (IC), in a randomized controlled trial to increase the likelihood of having living donor (LD) evaluations initiated and live donor kidney transplantation (LDKT). Black adults wait listed for kidney transplantation (N=152) were randomized into one of the three educational conditions. We examined demographic, clinical, psychosocial, and socio-contextual baseline characteristics as predictors and moderators of having a potential LD initiate evaluation. HC assignment (OR=2.024.7311.05, P=0.001), younger age (OR=0.910.940.98, P=0.001), more willingness to discuss donation with others (OR=1.081.371.75, P=0.01), and larger social network (OR=1.011.091.18, P=0.04) were significant multivariable predictors of having ≥1 LD initiate evaluation. Age (P=0.03) and social network size (P=0.02) moderated the effect of HC relative to IC and GB, but not GB relative to IC, on LD evaluation initiation. Our findings suggest that HC is most effective for patients <60years old and those with average or large social network size.