Department of Physician Assistant Studies, University of Texas Southwestern Medical Center, School of Health Professions, Dallas, TX, USA.
Children's Minnesota, Minneapolis, MN, USA.
Perspect Med Educ. 2019 Apr;8(2):110-117. doi: 10.1007/s40037-019-0503-8.
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.
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.
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.
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.
通过将书籍交付和预期指导纳入儿童保健访问，“伸出援手并阅读”促进了早期读写能力和学校准备。需要培训未来的医疗保健提供者，使其具备与父母/照顾者就儿童早期读写能力进行沟通的知识和技能。我们开发并评估了一门课程，以提高学习者将家长-提供者读写沟通纳入儿童保健访问的知识、态度和技能。
家庭医学住院医师（n=30）、医师助理学生（n=36）和医学生（n=28）参加了一门课程，该课程包括服务学习、在线教学培训、客观结构化临床考试（OSCE）和一个汇报会议。招募并培训了标准化患者（SP；6 个月至 5 岁）和标准化患者照顾者。学习者的能力评估包括向患者提供书籍、提供预期指导和展示家长-提供者沟通技巧。在课程前后收集知识、态度和满意度。
完成课程活动后，总知识显著增加（p<0.001）。所有态度在培训后均有所改善（p<0.05）。所有学习者（100%）都建议照顾者与 6 至 12 个月大的婴儿来回交谈并保持眼神接触。很少有（18.2%）学习者建议在阅读时玩“躲猫猫”等游戏。当照顾者评估学习者的基本家长-提供者沟通技巧时，他们都表示学习者尊重他们并使用通俗易懂的语言。
我们的课程通过使用儿科 SP 和标准化患者照顾者来衡量推荐书籍、预期指导和沟通技能，超越了以前的研究。课程活动可以根据其他计划的需要进行调整，以最佳地促进家长-提供者读写沟通培训。
