Emily Kroshus1,2,3, Sara P D Chrisman1,2,3, Kimberly G Harmon4,5, Stanley A Herring5,6,7, Steven P Broglio8,9,10, Christina L Master11, Catherine A McGill12,13, Margot Putukian14, Johna K Register-Mihalik15, Frederick P Rivara1,2,3. 1. Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, Washington. 2. Department of Pediatrics, University of Washington, Seattle, Washington. 3. Harborview Injury Prevention and Research Center, Seattle, Washington. 4. Departments of Family Medicine. 5. Orthopaedics and Sports Medicine. 6. Neurological Surgery; and. 7. Rehabilitation Medicine, University of Washington, Seattle, Washington. 8. School of Kinesiology, University of Michigan, Ann Arbor, Michigan. 9. Departments of Neurology; and. 10. Physical Medicine and Rehabilitation, University of Michigan, Ann Arbor, Michigan. 11. Department of Pediatrics, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania. 12. The George Washington University School of Medicine, Washington, District of Columbia. 13. Children's National Health System, Washington, District of Columbia. 14. Princeton University, Princeton, New Jersey; and. 15. Department of Exercise and Sport Science, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.
Abstract
OBJECTIVE: Many schools and sports leagues provide preseason concussion education to parents/guardians, and in some jurisdictions, it is required for interscholastic sports participation. However, directives about content are absent or vague. The purpose of this study was to obtain expert consensus about what parents/guardians need to know to about concussion. DESIGN: A modified Delphi process with nationally recognized expert panel members was used to obtain consensus about parent/guardian behaviors relevant to concussion prevention, identification, and management and knowledge domains relevant to performance of those behaviors. RESULTS: Sixteen parent/guardian behaviors and 24 knowledge domains were identified. However, consensus was not achieved regarding whether it is realistic to expect parents/guardians to perform approximately one-third of the behaviors that experts agreed mattered. This variability may reflect underlying uncertainty about the capacities of some parents/guardians to put knowledge into action or the belief that there are other barriers to action. Furthermore, for most knowledge domains, there was a lack of agreement about whether or not there could be a "correct" answer on the basis of current scientific knowledge. CONCLUSIONS: These findings raise practical and ethical questions: how can we expect parents/guardians to help prevent, identify, or manage concussion if they cannot have all the information required to engage in these behaviors due to lack of scientific consensus? This issue is not unique to concussion. Best practices for risk communication and shared decision-making can inform how we think about educating parents/guardians about concussion inside and outside of the health care setting.
OBJECTIVE: Many schools and sports leagues provide preseason concussion education to parents/guardians, and in some jurisdictions, it is required for interscholastic sports participation. However, directives about content are absent or vague. The purpose of this study was to obtain expert consensus about what parents/guardians need to know to about concussion. DESIGN: A modified Delphi process with nationally recognized expert panel members was used to obtain consensus about parent/guardian behaviors relevant to concussion prevention, identification, and management and knowledge domains relevant to performance of those behaviors. RESULTS: Sixteen parent/guardian behaviors and 24 knowledge domains were identified. However, consensus was not achieved regarding whether it is realistic to expect parents/guardians to perform approximately one-third of the behaviors that experts agreed mattered. This variability may reflect underlying uncertainty about the capacities of some parents/guardians to put knowledge into action or the belief that there are other barriers to action. Furthermore, for most knowledge domains, there was a lack of agreement about whether or not there could be a "correct" answer on the basis of current scientific knowledge. CONCLUSIONS: These findings raise practical and ethical questions: how can we expect parents/guardians to help prevent, identify, or manage concussion if they cannot have all the information required to engage in these behaviors due to lack of scientific consensus? This issue is not unique to concussion. Best practices for risk communication and shared decision-making can inform how we think about educating parents/guardians about concussion inside and outside of the health care setting.
Authors: Brianna M Mills; Kelsey M Conrick; Scott Anderson; Julian Bailes; Barry P Boden; Darryl Conway; James Ellis; Francis Feld; Murphy Grant; Brian Hainline; Glenn Henry; Stanley A Herring; Wellington K Hsu; Alex Isakov; Tory R Lindley; Lance McNamara; Jason P Mihalik; Timothy L Neal; Margot Putukian; Frederick P Rivara; Allen K Sills; Erik E Swartz; Monica S Vavilala; Ron Courson Journal: J Athl Train Date: 2020-06-23 Impact factor: 2.860
Authors: David Robert Bell; Evan O Nelson; Andrew M Watson; Stephanie A Kliethermes; Traci R Snedden; Timothy A McGuine Journal: J Athl Train Date: 2021-11-01 Impact factor: 2.860