College students have limited concussion knowledge, colleges should allocate resources to students’ sources

By Fiona Liberge. This article was first published in the 7/7/23 Concussion Update Newsletter; please consider subscribing.

Research by Stephen J. Heck et al., published in Future Medicine, found sex differences in how college students learned about concussions, where they wanted to learn about concussions in the future, and their existing concussion knowledge. The authors hoped to contribute to literature exploring concussion knowledge among college students; their results demonstrate the need for better health education. Lack of education about concussions can cause delays in identification, reporting, and treatment, which can negatively impact recovery times, academic work, and sport participation. Heck et al. also emphasize their goal of capturing the range of media through which a non-athlete specific sub-population of college students are educated. 

From a survey given to a random sample of 208 college students, the authors concluded that students of both sexes demonstrated a limited understanding of the symptoms, consequences, and appropriate management of concussions–though females scored slightly higher. However, these students relied on similar sources of information, including healthcare professionals, coaches, and the Internet.

Heck et al. also found that education cannot be forced on students, concluding that meeting them where they are is the best tactic to provide necessary resources. They found that health educators, health centers, and campus peer educators are best positioned to deliver information. The authors suggest that colleges and universities allocate resources appropriately to account for students’ preferences. 

Information regarding symptom identification and the risk of continuing activities is essential for college students (both athletes and non-athletes), and researchers should continue to explore the perspectives of all of their students.