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Parity in computer-based health education: designing culturally relevant Alzheimer’s disease information

Hebrew Rehabilitation Center (HRC) Massachusetts General Hospital, Institute of Health Professions (MGH IHP) Boston, MA, USA, tarlow{at}hrca.harvard.edu

Diane F. Mahoney

Massachusetts General Hospital, Institute of Health Professions (MGH IHP) Boston, MA, USA

Disparities that exist for racial and ethnic minority groups in healthcare status and access are compounded in the presence of Alzheimer’s disease (AD). Recent improvements in the diagnosis and care of persons with AD need to be paralleled in minority communities with early recognition and timely evaluation. Innovative information technologies can help reduce health disparities. A qualitative study was conducted with 48 participants: to understand how cultural values influence responses to signs of memory loss and to critique a CD-ROM memory loss educational program for the purpose of tailoring it to better meet the needs and preferences of African American and Chinese American users. Traditions of close family relationships, respect for elderly and the commitment to care, central to both groups, provided the basis for the frequently parallel recommendations for a revised program. Principles of adult education and web-based program design proved essential in developing a culturally relevant program.

Key Words: computer assisted instruction • cultural competence • health education • information and communication technology • minority aging

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