Background
Blacks receive live donor kidney transplantation (LDKT) less often than patients of all other races. We evaluated the effectiveness of educational interventions in removing barriers to LDKT for blacks.
Methods
Patients were randomized to three interventions in which health educator(s) delivered an intervention to (a) the patient and his/her guests in the patient’s home (House Calls, HC n=54), (b) clusters of patients and their guests in the transplant center (Group-Based, GB n=49), (c) the individual patient alone in the transplant center (Individual Counseling, IC n=49).
Results
At the 2-year endpoint, 15% (8), 8% (4), and 6% (3) of HC, GB, and IC patients, respectively, received LDKT (p=0.30). HC patients were more likely than GB and IC patients to have at least one donor inquiry (82% vs. 61% vs. 47%, p=0.001) and evaluation (65% vs. 39% vs. 27%, p<0.001). HC patients also were more likely to have higher knowledge, fewer concerns, and higher willingness to talk to others about donation 6 weeks post- intervention.
Conclusions
These findings underscore the importance of including the patient’s social network in LDKT education and the potential of the HC intervention to reduce racial disparity in LDKT rates.