First L R, Lauerman R, Fenton T, Herzog L, Snyder J D
Department of Pediatrics, Harvard Medical School, Boston, Massachusetts.
Clin Pediatr (Phila). 1992 Oct;31(10):602-7. doi: 10.1177/000992289203101005.
An educational program on oral rehydration therapy (ORT) for diarrhea was instituted in our residents' continuity clinics to evaluate the impact that residents teaching parents would have on the knowledge and practices of both groups. Sixty-one residents and 287 parents answered the initial written questionnaire before the teaching program began, and 48 residents and 147 parents completed a second questionnaire at the end of the program. Nineteen residents in two clinics were told to participate frequently in teaching the parents, while 29 residents in three other clinics were given no such instructions. The parents were divided into three groups: 58 received teaching and an instructional handout on the management of diarrhea; 73 received only the instructional handout; and 16 received neither intervention. The 19 "teaching" residents had a significantly improved overall score compared with the "nonteaching" residents (p < .03). No improvement was found in the scores of the 58 parents who received teaching compared with those of the 89 parents who received either a handout or no educational intervention. We conclude that active teaching of ORT may improve the knowledge and practices of residents, but that single teaching encounters, whether or not accompanied by written instructions, may have little impact on parents.
我们在住院医师连续性门诊开展了一项关于腹泻口服补液疗法（ORT）的教育项目，以评估住院医师向家长授课对两组人群知识和行为的影响。在教学项目开始前，61名住院医师和287名家长回答了初始书面问卷，项目结束时，48名住院医师和147名家长完成了第二份问卷。两个诊所的19名住院医师被告知要经常参与对家长的教学，而其他三个诊所的29名住院医师未得到此类指示。家长被分为三组：58名接受了关于腹泻管理的教学和一份指导手册；73名仅收到指导手册；16名未接受任何干预。与“非教学”住院医师相比，19名“教学”住院医师的总体得分显著提高（p < 0.03）。与89名接受手册或未接受教育干预的家长相比，58名接受教学的家长得分未发现提高。我们得出结论，ORT的积极教学可能会提高住院医师的知识和行为，但单次教学，无论是否伴有书面指导，可能对家长影响甚微。
