PURPOSE: Due to the documented disparities in organ transplantation, individuals from racially diverse backgrounds are encouraged to register as donors and communicate their donation intentions to family. The present study reports an intervention aimed at addressing students' fears and misconceptions related to organ transplantation on college campuses with racially diverse student enrollments. The intervention uses peer-to-peer campaigns at colleges in New York City in an attempt to increase declarations of intent to donate and to educate students about transplantation. PROCEDURES: Six campuses in the New York City area participated in the intervention. Students participating in the college campaign intervention were educated about donation through active learning methods and implemented campus-wide campaigns to recruit fellow students as donors. RESULTS: Student campaigners reported increases in topic salience and self-efficacy from precampaign to postcampaign activities. In addition, rates of donor registration and family communication improved over time. Across 6 campuses, campaigners were able to recruit 1019 students as registered donors. CONCLUSIONS: Participation in the campaign course increases students' vested interest in donation and has proven effective at increasing donor registration among racially diverse groups.
PURPOSE: Due to the documented disparities in organ transplantation, individuals from racially diverse backgrounds are encouraged to register as donors and communicate their donation intentions to family. The present study reports an intervention aimed at addressing students' fears and misconceptions related to organ transplantation on college campuses with racially diverse student enrollments. The intervention uses peer-to-peer campaigns at colleges in New York City in an attempt to increase declarations of intent to donate and to educate students about transplantation. PROCEDURES: Six campuses in the New York City area participated in the intervention. Students participating in the college campaign intervention were educated about donation through active learning methods and implemented campus-wide campaigns to recruit fellow students as donors. RESULTS: Student campaigners reported increases in topic salience and self-efficacy from precampaign to postcampaign activities. In addition, rates of donor registration and family communication improved over time. Across 6 campuses, campaigners were able to recruit 1019 students as registered donors. CONCLUSIONS: Participation in the campaign course increases students' vested interest in donation and has proven effective at increasing donor registration among racially diverse groups.