Building the foundation of health-related knowledge via near-peer education for children with sickle cell disease

• Type of Material: Article
• Authors: Elaissa Hardy, Emory University; Brenda Williams, Childrens Healthcare Atlanta; Christopher Harden, Childrens Healthcare Atlanta; Oluwamayokun Oshinowo, Georgia Institute of Technology; Renee Copeland, Georgia Institute of Technology; Marcus A Carden, University of North Carolina; Beatrice Gee, Emory University; Wilbur Lam, Emory University
• Language: English
• Date: 2022-01-27
• Publisher: WILEY
• Publication Version: Author Accepted Manuscript (After Peer Review)
• Copyright Statement: © 2022 Wiley Periodicals LLC
• Final Published Version (URL): http://dx.doi.org/10.1002/pbc.29566
• Title of Journal or Parent Work: PEDIATRIC BLOOD & CANCER
• Volume: 69
• Issue: 4
• Start Page: e29566
• End Page: e29566
• Keywords: Hematology; disease-specific knowledge; pediatrics; ILLNESS; OUTCOMES; Pediatrics; SCHOOL; Science & Technology; education; Oncology; sickle cell disease; health literacy; Life Sciences & Biomedicine; LITERACY

Abstract

Health education for children with chronic illnesses (i.e., sickle cell disease [SCD]) has focused on educating adult caregivers with minimal consideration to educating the pediatric patients. We introduce a pediatric-focused educational paradigm, health-related knowledge (HRK), teaching pediatric patients developmentally appropriate general health literacy, and disease-specific knowledge. Using science, technology, engineering, and mathematics (STEM) education concepts, pediatric-specific HRK interactive activities address educational gaps: (a) general STEM education; and (b) general health and disease-specific knowledge to improve clinical outcomes. Total 144 pediatric SCD patients completed HRK activities, revealing overwhelmingly positive feedback (87%). Seventy-five percent of participants in 6th grade and above demonstrated thorough understanding of the STEM/HRK topics taught.