Objective:

To assess effectiveness of current methods for stroke screening education after Transient Ischemic Attack (TIA)

Background:

As part of core measures, all patients admitted with TIA receive education on stroke screening tools (BE-FAST/FAST) through written or verbal instructions. Literature on the effectiveness of these traditional methods—and on patients’ understanding and confidence in using these tools—remains limited, particularly in today’s digital era.

Design/Methods:

We conducted a survey of patients discharged after TIA (April 2024–2025) to evaluate the effectiveness of current education methods on stroke screening tools. Patients who reported not receiving education were asked to list three stroke signs, while those with education on the tools rated their comfort on a 3-point Likert scale. Demographic data obtained via chart review.

Results:

Of the 88 eligible patients, 66 (75%) completed the questionnaire. Overall, 27.3% (n=18) reported not receiving education on stroke screening tools, while 72.7% (n=48) reported receiving it. The mean age and gender distribution were comparable between those who received education (68.0 ± 11.3 years; 27 females, 21 males) and those who did not (68.2 ± 13.6 years; 9 females, 9 males). Only 4 out of 18 patients who reported not receiving education were able to correctly list 3 signs of stroke. Among patients who received education, 10.4% somewhat agreed and 6.3% disagreed with feeling comfortable using the stroke screening tool.

Conclusions:

Approximately one in four patients discharged after a TIA reported not receiving education on stroke screening tools and had limited literacy on stroke signs. Those who reported receiving education, a subset lacked confidence in using the tools. These findings highlight the need for innovative methods—such as short videos or interactive apps—tailored to today’s digital age and reduced attention spans. Analysis of patient characteristics in these groups was limited by the small sample size. Prospective studies comparing traditional and newer teaching methods are indicated.