Related Experiment Video
Updated: Jun 10, 2026
09:52
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
Published on: January 15, 2017
Changes in stroke awareness among undergraduate students after an educational intervention
Lih-Lian Hwang1, Huei-Chia Lin, Mei-Chiun Tseng
1Department of Healthcare Information and Management, Ming Chuan University, Gui Shan, Taoyuan, Taiwan. lihlian@mcu.edu.tw
Acta Neurologica Taiwanica
|August 18, 2010
Summary
An educational intervention significantly improved undergraduate stroke knowledge, with recognition-based testing showing superior results compared to recall-based testing, even after twelve weeks.
Area of Science:
- Public Health
- Medical Education
- Neurology
Background:
- Undergraduate awareness of stroke risk factors and warning signs is crucial for early intervention.
- Educational interventions can enhance health knowledge, but their long-term effectiveness and measurement methods require investigation.
Purpose of the Study:
- To assess undergraduate stroke awareness.
- To evaluate the impact of an educational intervention on stroke knowledge.
- To compare knowledge assessment using recognition (close-ended) versus recall (open-ended) questionnaires.
Main Methods:
- A convenient sample of undergraduates was divided into recognition and recall groups.
- Both groups received a pretest, immediate posttest, and a delayed posttest (12 weeks) after an educational intervention.
- Knowledge was measured using close-ended (recognition) and open-ended (recall) questionnaires.
Main Results:
- The educational intervention significantly improved stroke knowledge scores in both groups post-intervention and at 12 weeks (P < 0.001).
- Participants in the recognition group consistently scored significantly higher than the recall group across all tests (P < 0.001).
- Baseline awareness of risk factors and warning signs was higher in the recognition group.
Conclusions:
- The educational intervention effectively improved stroke knowledge among undergraduates, with sustained effects at 12 weeks.
- Close-ended (recognition) questionnaires provide a more sensitive measure of stroke knowledge compared to open-ended (recall) questionnaires in this population.
