The purpose of this study was to compare knowledge of a stroke education module provided to bilingual members of the Ethiopian immigrant population in Dallas, Texas, presented in the Amharic language as compared to in English.
Methods
A convenience sample of 84 participants were recruited using a snowball technique and randomly assigned to receive education in English or Amharic. The participants completed a pre- and posttest of their knowledge about strokes, a demographic survey, and a satisfaction survey. Data was analyzed using a general linear model and chi-square analysis.
Results
There were no statistically significant differences between satisfaction scores comparing those educated in Amharic versus English (χ2 = 6.5108, p = .0107). Although mean pretest (10.8) and posttest (16.4) stroke knowledge scores were higher across all groups (p < .001), the mean posttest scores were lower for subjects who watched the Amharic versus the English video (14.9 vs. 18.1, p = .003).
Conclusion
This study did not show a statistically significant increase in knowledge about stroke when presented learning materials in subjects ‘native language compared to in English. The use of video to present stroke and stroke-risk educational content can be used in future research and global health initiatives to increase stroke knowledge in the Amharic-speaking community.
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