Abstract TP132: Closing the Gap: Community-Tailored Stroke Education for At-Risk Populations

Background: Stroke is a leading cause of death and long-term disability in the United States. While stroke mortality has declined with healthcare advancements, minoritized groups remain at a disproportionally higher risk with worse healthcare outcomes than non-Hispanic White patients. For example, Hispanic and Black patients experience thrombolysis delays of 15–20 minutes, leading to lower treatment rates and worse outcomes. Community-based programs increase awareness of risk factors and signs. However, culturally tailored stroke education has not yet been developed, despite proven effectiveness for chronic diseases like diabetes and hypertension. Additionally, improving stroke education through focus groups, a successful method in other health interventions, remains underutilized. Methods: In partnership with Community Action Agency, in-person and virtual focus groups with New Haven residents were conducted to explore health priorities and cultural views on stroke. Guided by the Health Belief Model, sessions were recorded with verbal consent, transcribed, and de-identified using NVivo. A codebook was developed by inductively coding 30% of transcripts; two coders used the Framework Method to identify themes. Findings informed a tailored presentation (with MedExplain) and a “Tips and Tricks” video co-created with the Yale Teaching Kitchen. The revised presentation was shown to the same participants, followed by a 4-question feedback survey. Results: Three focus groups (n=20) yielded key themes to improve stroke education: (1) emergency response barriers/facilitators, (2) age-specific education needs, and (3) highlighting consistent care to build trust. Barriers to calling 911 included fears of legal, medical, and financial consequences; facilitators included stroke awareness and empathy. Media preferences varied by age, supporting tailored education via platforms like TikTok for younger populations. Participants emphasized trust and self-advocacy. At the 8-month follow-up, all 19 returning participants found the revised presentation to be more understandable and relevant. Open-ended feedback praised its clarity and impact. Conclusion: Existing stroke education programs should be adapted for under-resourced communities using culturally tailored, age-specific interventions. Focus groups can enhance stroke education by addressing barriers and promoting timely responses. This approach can scale beyond New Haven to reduce inequities and improve outcomes nationwide.