BMC medical education · 2026
Cognitive rehabilitation after acquired brain injury: knowledge, attitudes, and practices of healthcare professionals in Lebanon.
СтатьяНазвание и аннотация: Перевод в очереди
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Zein Hiba, Summaka Marwa, Abizeid Carla Matta
Аннотация
BACKGROUND: Acquired brain injuries (ABI) cause cognitive impairments that significantly affect occupational performance and quality of life. Despite their prevalence in the Middle East, ABIs are underexplored in Lebanon, particularly in terms of cognitive assessment and rehabilitation. This study provides the first insights from Lebanon and the Arab region into Lebanese healthcare professionals' knowledge, attitudes, and practices (KAP) regarding cognitive impairments following ABI.
METHODS: A cross-sectional study was conducted in Lebanon between January and April 2025 using a self-administered online questionnaire assessing KAP. The sample included 61 healthcare professionals actively working with adults with ABI.
RESULTS: Participants demonstrated an overall level of knowledge (mean score: 72.76%). Attitudes were favorable toward continuing education, cultural adaptation of assessment tools, and combining standardized and non-standardized methods. Key barriers included limited specialized training, absence of locally validated tools, and insufficient context-adapted resources.
CONCLUSION: Professional practices align with international recommendations; however, gaps remain in training and the availability of context-specific resources. These findings highlight the need for targeted training, culturally adapted tools, and structured clinical guidance to improve practice and inform policy.
METHODS: A cross-sectional study was conducted in Lebanon between January and April 2025 using a self-administered online questionnaire assessing KAP. The sample included 61 healthcare professionals actively working with adults with ABI.
RESULTS: Participants demonstrated an overall level of knowledge (mean score: 72.76%). Attitudes were favorable toward continuing education, cultural adaptation of assessment tools, and combining standardized and non-standardized methods. Key barriers included limited specialized training, absence of locally validated tools, and insufficient context-adapted resources.
CONCLUSION: Professional practices align with international recommendations; however, gaps remain in training and the availability of context-specific resources. These findings highlight the need for targeted training, culturally adapted tools, and structured clinical guidance to improve practice and inform policy.