Knowledge, Attitude and Practice among Parents Regarding Growth Hormone Therapy for their children in Central Teaching Hospital of Paediatric in Baghdad /Al-Karkh

Background: Parents play a critical role in managing growth hormone (GH) therapy in children, and their knowledge, attitudes, and practices (KAP) can significantly impact adherence, safety, and treatment outcomes. Data from low- and middle-income countries, including Iraq, remains limited.

Objectives: To analyze parents' knowledge, attitudes, and selected practices about GH therapy for children with short stature who visit a tertiary pediatric endocrine clinic in Baghdad.

Methods: A descriptive cross-sectional study was undertaken among 300 parents of children aged 2-18 years who received recombinant human growth hormone. A standardized interviewer-administered questionnaire was used to collect data on sociodemographic variables, child-related information, knowledge (15 questions), and attitude/practice items. Knowledge scores were classified as low (<50%), good (50-75%), or very good (>75%) and compared to sociodemographic characteristics.

Results: The majority of parents (51.3%) and moms (71.3%) were over 40 years old, 37.0% had a college education, and 63.0% lived in metropolitan areas. Overall knowledge was high: 71.3% had good knowledge, 27.7% very good knowledge, and only 1.0% were classed as poor. Almost all parents were aware of the dose frequency, time, injection location, storage conditions, and baseline tests required for GH therapy. But just 35.3% could name at least one side effect, while 65.0% indicated they weren't aware of any. Education was positively and significantly associated with knowledge level, whereas age, gender, occupation, and domicile were not. All parents had positive views regarding GH and full confidence in clinicians’ treatment decisions.

Conclusion: Overall knowledge about GH therapy was excellent among parents in an Iraqi tertiary setting, and attitudes were universally supportive, with good knowledge of major practical difficulties but little awareness of specific side outcomes. Risk communication and literacy-sensitive teaching improve safe use and long-term adherence.