Lightning Oral Presentation Australian and New Zealand Stroke Organisation Conference 2026

A massive open online course to improve stroke knowledge in the community: a subgroup analyses of the Love Your Brain randomised controlled trial (139474)

Aastha Gurung 1 , Seamus Barker 1 , Rachel E. Climie 1 , Rosanne Freak-Poli 2 3 , Catherine Burns 2 , Monique F. Kilkenny 2 4 , Tara Purvis 2 , Christine Farmer 1 , Brenda Booth 5 , Janet E. Bray 3 , Dominique A. Cadilhac 2 4 , Jan Cameron 2 , Lachlan L. Dalli 2 , Steph Ho 6 , Eleanor Horton 6 , Timothy Kleinig 7 , Lisa Murphy 6 , Mark R. Nelson 1 , Muideen T. Olaiya 2 , Amanda G. Thrift 2 , Seana L. Gall 1
  1. Menzies Institute for Medical Research, University of Tasmania, Hobart, TAS, Australia
  2. Stroke and Aging Research, Department of Medicine, School of Clinical Sciences at Monash Health, Monash University, Clayton, Victoria, Australia
  3. School of Public Health and Preventive Medicine , Monash University, Melbourne , Victoria , Australia
  4. Stroke and Critical Care Research Theme, Florey Institute of Neuroscience and Mental Health, University of Melbourne, Heidelberg, VIC, Australia
  5. Australian Stroke Coalition, Melbourne , Victoria , Australia
  6. Stroke Foundation , Melbourne , Victoria , Australia
  7. Adelaide Medical School, University of Adelaide, Adelaide, South Australia , Australia

Background/Aims: In the Love Your Brain (LYB) trial, the massive open online course (MOOC) resulted in significant improvements in stroke knowledge compared with minimal control. We aimed to determine whether the effect of the MOOC on stroke knowledge differed across subgroups.

Methods: This was a subgroup analysis of the LYB multi-arm trial, comparing the MOOC and control arms. Participants were adults aged ≥45 years with no history of stroke. Participants in the MOOC arm received a MOOC covering topics on stroke (including signs of stroke, risk factors, and action planning). The control arm received five emails on risk factors. We measured stroke knowledge using the 20-item Stroke Knowledge Test (SKT) at baseline and 12-weeks. Subgroups were age (<65 years/≥65 years), sex (male/female), and university education (yes/no). Generalised linear models were used to examine interactions.

Results: Overall, 490 participants (80.6% female; 55.1% ≥65 years) who completed SKT at both time points were analysed (MOOC=232; control=258). Participants in the MOOC arm had significantly greater stroke knowledge at 12-weeks compared with the control arm (adjusted mean difference=1.1 points, 95% CI 0.74-1.49). The effect of the MOOC on stroke knowledge did not differ by age (interaction p=0.92) or university education (interaction p=0.31) but was greater among males than females (interaction p=0.02). Stroke knowledge increased by 2.0 points in males and by 0.9 points in females.

Conclusion: These findings suggest that the MOOC is suitable for improving stroke knowledge across age and educational attainment, but another strategy might be needed to support education in women.