TY - JOUR
T1 - Parent-provider paediatric literacy communication
T2 - A curriculum for future primary care providers
AU - Kindratt, Tiffany
AU - Bernard, Brittany
AU - Webb, Jade
AU - Pagels, Patti
N1 - Funding Information:
The authors would like to acknowledge the volunteers who served as standardized patients and standardized patient caregivers, the learners who completed curriculum elements and Jocelyn McConnell from Reach Out and Read Texas for her continued support of our research. This work was supported by the University of Texas Southwestern Academy of Teachers (SWAT) Junior Faculty Development Fund.
Funding Information:
Funding This work was supported by the University of Texas South-western Academy of Teachers (SWAT) Junior Faculty Development Fund.
Publisher Copyright:
© 2019, The Author(s).
PY - 2019/4/1
Y1 - 2019/4/1
N2 - Background: Reach Out and Read promotes early literacy and school readiness by incorporating book delivery and anticipatory guidance into well-child visits. There is a need to train future healthcare providers in the knowledge and skills to communicate with parents/caregivers about early childhood literacy. We developed and evaluated a curriculum to improve learners’ knowledge, attitudes, and skills towards the incorporation of parent-provider literacy communication into well-child visits. Methods: Family medicine residents (n = 30), physician assistant students (n = 36), and medical students (n = 28) participated in a curriculum consisting of service learning, online didactic training, objective structured clinical exams (OSCEs) and a debriefing session. Standardized patients (SPs; 6 months to 5 years) and standardized patient caregivers were recruited and trained. Learners were evaluated on their abilities to offer books to patients, provide anticipatory guidance, and demonstrate parent-provider communication skills. Knowledge, attitudes, and satisfaction were collected pre- and post-curriculum. Results: Significant increases in total knowledge were observed after completing curriculum activities (p < 0.001). All attitudes improved after training (p < 0.05). All learners (100%) recommended that caregivers talk back and forth with their 6‑ to 12-month-old babies and make eye contact. Few (18.2%) learners recommended playing games like ‘peek-a-boo’ while reading. When caregivers evaluated learners’ basic parent-provider communication skills, all reported that the learners treated them with respect and used plain language. Discussion: Our curriculum extends beyond previous studies by measuring recommended books, anticipatory guidance, and communication skills using paediatric SPs and standardized patient caregivers. Curriculum activities can be tailored to best promote parent-provider literacy communication training in other programs.
AB - Background: Reach Out and Read promotes early literacy and school readiness by incorporating book delivery and anticipatory guidance into well-child visits. There is a need to train future healthcare providers in the knowledge and skills to communicate with parents/caregivers about early childhood literacy. We developed and evaluated a curriculum to improve learners’ knowledge, attitudes, and skills towards the incorporation of parent-provider literacy communication into well-child visits. Methods: Family medicine residents (n = 30), physician assistant students (n = 36), and medical students (n = 28) participated in a curriculum consisting of service learning, online didactic training, objective structured clinical exams (OSCEs) and a debriefing session. Standardized patients (SPs; 6 months to 5 years) and standardized patient caregivers were recruited and trained. Learners were evaluated on their abilities to offer books to patients, provide anticipatory guidance, and demonstrate parent-provider communication skills. Knowledge, attitudes, and satisfaction were collected pre- and post-curriculum. Results: Significant increases in total knowledge were observed after completing curriculum activities (p < 0.001). All attitudes improved after training (p < 0.05). All learners (100%) recommended that caregivers talk back and forth with their 6‑ to 12-month-old babies and make eye contact. Few (18.2%) learners recommended playing games like ‘peek-a-boo’ while reading. When caregivers evaluated learners’ basic parent-provider communication skills, all reported that the learners treated them with respect and used plain language. Discussion: Our curriculum extends beyond previous studies by measuring recommended books, anticipatory guidance, and communication skills using paediatric SPs and standardized patient caregivers. Curriculum activities can be tailored to best promote parent-provider literacy communication training in other programs.
KW - Early childhood literacy
KW - Medical students
KW - Objective structured clinical exam
KW - Paediatrics
KW - Physician assistant
KW - Postgraduate
KW - Primary care
KW - Reach Out and Read
UR - http://www.scopus.com/inward/record.url?scp=85064552718&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85064552718&partnerID=8YFLogxK
U2 - 10.1007/s40037-019-0503-8
DO - 10.1007/s40037-019-0503-8
M3 - Article
C2 - 30912005
AN - SCOPUS:85064552718
SN - 2212-2761
VL - 8
SP - 110
EP - 117
JO - Perspectives on Medical Education
JF - Perspectives on Medical Education
IS - 2
ER -