Parent-provider paediatric literacy communication: A curriculum for future primary care providers

被引:4
|
作者
Kindratt, Tiffany [1 ]
Bernard, Brittany [2 ]
Webb, Jade [3 ]
Pagels, Patti [4 ]
机构
[1] Univ Texas Southwestern Med Ctr Dallas, Sch Hlth Profess, Dept Phys Assistant Studies, Dallas, TX 75390 USA
[2] Childrens Minnesota, Minneapolis, MN USA
[3] Questcare Partners, Dallas, TX USA
[4] Univ Texas Southwestern Med Ctr Dallas, Dept Family & Community Med, Community Hlth Sect, Dallas, TX 75390 USA
关键词
Reach Out and Read; Objective structured clinical exam; Primary care; Early childhood literacy; Physician assistant; Postgraduate; Medical students; Paediatrics; PROGRAM;
D O I
10.1007/s40037-019-0503-8
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:110 / 117
页数:8
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